DOCIJMBNT RESUME - files.eric.ed.gov · PDF filetwo to seven specific behavioral objectives and ... M.B.A., D.C.S., H.H.D. Vice Chancellor. Sands Point-Purchase. 1978 Alexander J ...

DOCIJMBNT RESUME

ED 140 066 CE 011 454

TITLE Home Economics. Sample Test Items. Levels I and

'INSTITUTION New York State Education Dept., Albany. Bureau ofElementary and Secondary Educational Testing.

PUB LATE May 76NOTE 118p.

EDRS PRICEDESCRIPTORS

mF-$0.83 HC-$6.C1 Plus Postage.*Behavioral Objectives; *Criterion Referenced Tests;*Home Economics Education; *Learning modules;Secondary Education; *Teaching Guides; *TestConstruction

ABSTRACTA sample of behavioral objectives and related tes

items that could be developed for content modules in Home Economicslevels I and II, this book is intended to enable teachers toconstruct more valid and reliable test materials. Forty-eightone-page modules are presented, and opposite each module are listedtwo to seven specific behavioral objectives and the related sampletest items. Half of the modules are for level I and half for levelII, those for each level falling under one of four subject headings:(1) Human Development, (2) Housing, Furnishing, and Equipment, (3)

Food and Nutrition, and (4) Clothing and Textiles. Each moduleconsists of identification of the content emphasis, time allotment,two to four broad behavioral outcomes, several suggested learningexperiences, suggestions on measurement of student progress, and alist of related modules. The following are representative of themodule titles: Career Chatter, I Am Me; Extending Family Resources;Fire Safety; Party Perfect Foods; Sparkling China, Gleaming Crystal,and Shining Pots; Perk Up a Breakfast; Tools for Home Sewing; Makingand Wrapping Gifts; Pride in Family Traditions aad Customs; Jobs thatDeal with People; operating Household Cleaning Equipment; A Safe TripThrough the Home; Analyzing Food Labels; Creative Cookies; SpecialDiets; How Foods Work for You; Cooking Outdoors; Instant Sewing forSelf; Measuring for Correct Pattern Size; Making Your Clothing MorePersonal; and Face Facts. (EM)

**** 4** ******** ** ********************** ****************Documents acquired by ERIC include many informal unpublished

* materials not available from other sources. ERIC makes every effort'** to obtain the best copy available. Nevertheless, items of marginal *

* reproducibility are often encountered and this affects the quality *

* of the microfiche and hardcopy reproductions ERIC makes available* via,the.ERIC Document Reproduction Service (EDRS). EDRS is not* responsible for the quality of the original document. Reproductions ** Supplied by EDRS are the best that can be made from the original.***************************44******************************************

HOME ECONOMICS

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Sample Test Items

Level d II

The University of the State of New YorkThe State Education Department

Bureau of Rome Economics EducationBureau of Elementary and Secondary Educational Testi

Albany, New York 12234May 1976

2

THE UNIVERSITY OF THE STATE OF NEW YORK

Regents of The University (with years when terms expire)

1981 Theodore H. Black, A.B., Litt.D.,-LL.D., Pd.Th

Chancellor

--1987 Carl H. Pforzheimer, Jr. , A.B., M.B.A., D.C.S., H.H.D.

Vice Chancellor

Sands Point

-Purchase

1978 Alexander J. Allan, Jr LL.D., Litt.D.

1980 Joseph T. King, LL.B.-- =---- --- Shelter Island

1981 J_-eph C. Indelicate, M.D. L.H.D.- Brooklyn

1979 Francis W. McGinley, B,S., j.D., LL.D.

1986 Kenneth B. Clark, A.B., M.S. Ph.D., LL.D., L.H.a., D.Sc.- Hesclngs on Hudson

1983 H -old E. Newcomb, B.A.

1988 Willard A. Genrich, LL.B., L.H.D.

1982 Emlyn I. Griffith, A.B., J.D. -Rone

1977 Genevieve S. Klein, B.S., M.A.---___-Bayside

1981 William Jovanovich, A.B., LL.D., Litt.D., L.H.D. Briarcliff Manor

1976 Mary Alice Kendall, B.S.- -Irondequoit

1984 Jorge L. Batista, B.A., J.D.Bronx

1982 Louis E. Yavner, LL.B.New York

Gle Falls

Owego

Buffalo

President of The University and Commiss oner of Education

Ewald B. Nyquist

Executive Deputy Commissioner of Education

Cordon M. Ambach

Deputy Commissioner for Elementary, Secondary, and Continuing Education

Thomas D. Sheldon

Assistant Commissioner for Occupationa' Education

Robert S. Seckendorf

Acting Director for Occupational Education instruction

Douglas T. Adamson

Chief, Bureau of Home Economics Education

Elizabeth A. Brown

Foreword

The measurement of student achievement in both the cognitive

d psychomotor domains is an ongoing process that should be

conducted throughout a module of instruction. This process will

help both the teacher and the student to determine the extent to

which the student has obtained the expected behavior that is

described in each module.

The intent of this publica_ion is to provide teachers with

a sample of some of the behavioral objectives and related test

items that could be developed for the modules included in this

publication. It is our hope that, _fter studying the materials

in this publication and reviewing the test construction procedures

in the recently published booklet Measuring Student Achievement

in Home Economics, the teacher will be able to construct more

valid and reliable test materials.

This publication was developed jointly by the BureaU of

Home Economics and the Bureau of Elementary and Secondary

Educational Testing. Carol Jabonaski, Home Economics, and

Kenneth Ormiston, Testing, coordinated the publication. We

would like to express our appreciation to the following teachers

who served on the test item committee: Margaret A. Charters,

Syracuse University; Gwen Johnson, Oneonta; Marilyn Klink,

Buffalo; Rosemary McJury, Deer Park; Jane Farrar, Schenectady;

Patricia Whalen, Plattsburgh.

Elizabeth A. Brown, ChiefBureau of Home_Economics

4

iii

Con ents

Foreword iii

Level-I

Human Development Modules 2

Housing, Furnishings and Equipment Modules 16

Food and Nutrition Modules ... ....... 28

Clothing and Textile Modules_ 46

Level II

Human Development Modules........ PW WOW* . WO 60

Housing, Furnishings and Equipment Modules 70

Food and Nutrition Modules.. ..... .......... 76

Clothing and Textile Modules 100

HOME EC ONOMIC S

Sample Test Items

Levels I and II

NlMA DEELORENT

Module: YOUR FAMILY MED YOU

Behavioral Outcom

KANAGEMENT

Level 1: 5 hours

1. Identifies the functions of family groups in a contemporary sec

and family contributions to individual home members.

2. Analyzes his own contributions to family life.

Supqeotod 'ng Lap

. Use buzz groups to answer the following questions: "What is a

family?" "Why do we live in families?" lhat does my family do

for me?" Work responses into a bulletin board, (1)

Hold a symposium consisting of a grandparent or senior citizen,

a parent, and a class member to discuss changes seen in family

functions over the years, (I)

List responsibilities members have to their families, and discu s

how failure to assume these affects the family. (2)

Define ways members can contribute to well-being of the family

group. (1)

Students in family groups such as one-parent, two-parent, three

generations, or other, hold family councils on given problems. (2)

.Develop a check sheet for determining contributions to family

life. Assess "Things I Do" anOlow My Family Reacts." (2)

FHA Experience: design and use an evaluation sheet on

"How I Rate p,4 a Family Member." Base a chapter program on

the summaries, (2)

ted Measurement of Student Frogres-:

.List changes in family functions and responsibilitie

identified in symposium and family council sessions, (1)

.Rate check sheet kept by student for one week's activities, (,)

Some Related Modules:

Fun Trips for the Whole Family

Extending Family Resources

Sparkling China, Gleaming Crys al, Shining Pots

"I Am Me"

Operations Home

Making and Keeping Friends

Sharing in the Care of Clothing

7

1 Ok ectivea

Rumen Development - Mena ment

Level 1 - 5 hours

Your Family_Needs You

1. The student will be able to hat three

functions of Nally grOups in 6

contemporary society that were discussed

in clan, (10,1)

2. Yhen given a case Study Of sh imaginary

peer in a good family sitiatinn, the

student will be able to identify one

way in which each family member

aontributes to the family and one way

in which each family member benefits

from the family, (0,0,1)

3, The student will he able to ahalyme the

effect of his/her ections on family life

by preparing a report which describes

one event when he/she did not support

his/her family and telling what ne/she

might have done differently to support

theta Which receives a score of at least

75% when rated by the checklist developed

in class, (10.2)

-3.

Sam le Test_ltems

. List three functions of family groups in a

contemporary SOCiety.

A story about the Smith family is given

bele% In this story, each member of the

family gives to the family and reCeives from

the family. Read the story and then 1W

one way in which each family member gives to

the family and one way it which each family

member receives from the family.

A Satarday_Afternoon with the Smith_Family.

Last Saturday, 11 year old Matthew

Smith took hia 3 year old slater Kristy for

a walk in the pRrk. It was a beautiful

autumn day and Matthew had a wonderful time

playing in the leaves with Kristy. While

the children were out, Mrs. Smith had time

to make the family's favorite dessert,

apple pie, Mr. Smith was pleased to smell

freshly baked apple pie in the air as he

came in from work.

3. Prepare a report which describes your

family's reaction to one event When you

behaved in one of the ways listed below.

Analyze this event by telling what you should

have done to give support to the family at

the time of the event.

a, Did not give help when needed

b, Was dishonest

c. Did not treat family with respect

d, Wa6 net fair

e. Did not have fun with the family

Sample Checklist*

Yes No

1, Case of nOn-auppert eescihse

2. Logical faMily reaction described

3. LOgical description of SUpport

given

4, Original Case used

*The checklist will depend upon the

indiVidual teaching situation.

HUMAN DEVELOPMENT LEISURE

Level 1: 4 hours

Modiae: FUN TRIPS FOR THE WHOLE FAMILY

Behavioral Outcomes:

1. Identifies one-day trips that are available to families at areasonable cost.

2. Examines a one_day trip that might be possible for own fami Y.

SUggested Learning Expe- _noes:

Have a buzz group compile a list of short trips and activitiesthat families can enjoy at reasonable cost. (1)

Invite a resource person from the Recreation Commission Chamber

of Commerce, or a community relations group to describe facilitiesin the community for family fun. (1)

Each student research a specific trip to discover dis ance,cost, and any other relevant information available.

Develop bulletin board showing local and nearby possibilities for

family fun. (1)

FHA Experience: carry out a fun night with own family members or

as a chapter activity. (2)

Suggested Measurement of Student Progress-:

Each student plans a one-day trip for his own family withdetails of purpose, tiMe, distance, cost, and transportation. (1,2)

Score research project for completeness of information. (2)

Some Belated Modules:

Opportunities in Maintaining Buildings and HomesYour Family Needs You.Ext_ending Family Resources

Using AllowancesTreating Minor Injuries

_Behavioral Ob'ectives

or the Whole Pal

4

Human Eevelopment - LeisureLevel I - 4 hours

le I -t Item-

The student Will be able to list, with atleast 80% accuracy, 10 of the recreationalactivities discussed in class whichfamilies can enjoy together during thevarious seasons. B.0.1)

When shown seven pictures of recreationalfacilities, the student will be able toidentify in 6 out of the 7 cases, the typeof recreational facility shown in eachpicture and one activity that a famil-could enjoy at each facility. (B.0.1

3. When given a state or regional map, thestudent will be able to identify 5recreational facilities for families thatare located within a 50-mile radius of thestudent's home. (B.0.1)

4. Using the necessary booklets and travelbrochures, the student will be able todevelop a plan for a specific one-day tripwhich includes consideration of all theitems on the trip check list developedin class. (5.0.2)

5. When shown six pictures of families onoutings, the student will be able todetermine, in 5 out of 6 cases, whethereach person in the picture is being ahelpful and cooperative family memberand give one reason for each answer.(B.0.2)

1. List 10 recreational activities whichfamilies can enjoy together during thevarious seasons.

2. Seven pictures of community recreationalfacilities are shown on the poster.in thefront of the room. Identify the recreationalfacility shown in each picture. Name oneactivity that a family could enjoy at eachfacility.

Possible facilities could include: localpark, theater, YWCA or YMCA, museum or artgallery, elementary or high school, bowlingalley, shopping center, local take-outrestaurant, athletic field, and communitycenter.

P cture

a.

b.

c.

d.

e.

1.

RecreationalFacility Activity

Attached to your test paper is an area map.Identify 5 recreational facilities forfamilieS that are located within a 50-mile radius of your home.

Using the necessary becklets and travelbrochures, develop a plan for aone day trip that you would like to takewith your family. Be sure to consider allof the items on the trip check listdeveleped in class.

5 Six pictures are shown on a separate paperof families on outings. On your answersheet, indicate whether all the people ineach picture are being helpful and cooper-ative family members. Give one reason foreach answer.

-5 -

1 0

PicturePicturePicturePicturePicturePicture

a

a

Yes No Why?

HUMAN DEVELOPMENT CAREERLevel 1: 4 hours

Module: CAREER CHATTER

Behavioral Ou es:

1. Defines the meaning of work.

2. Describes the reasons people work.

3. Examines work roles of variou_ individuals.

4. Examines the influence of school upon job preparation.

SuggeSted Learning Experiences:

Discuss the meaning of work. List all key phrases on chalk b a_d,then help students develop a definition. (1)

Interview people to discover reasons they work at a particular joband satisfactions received from their work. Develop a "Why People

Work" bulletin board. (2)

Spend a day at work with a parent or adult friend. Report on roles

of the people seen at work. Compile information on responsibili-ties and qualifications of an employee, of working conditions, andreasons a person might select that particular job. (3)

Invite a panel from a variety of job levels to discuss thefluence of school upon job preparation. (4)

FHA Experlence:. plan a program on careers in today's job

market with 'discussion of what "being prepared" means. (4)

Suggested Measurement of Studelt Progre

Describe "What Work Means to -_e."

List six reasons why people work for pay, (2)

List job responsibilities of person shadowed on the job.

Match lists of school skills and related job skills. (4)

Some Related Module

Organizing Personal Possessions at HomeCrafts From NatureToy SafetySnack Shopper

1 1

- 6 -

_Behavioral Ob ectives

Career Chatter

Sample Test Ite

Define the term work.1. The student will be able to correctly definethe term work. (8.0.1)

2. The student will be able to list at leastSO% of the reasons discussed in class whypeople work. (B.0.2)

When given a list of job duties and a listof job titles, the student will be ableto match, with at least SO% accuracy, eachob title to the appropriate job duty.B.0.3)

When given an "Individualized CareerStudies" booklet (film or Set of slides)on a career not previously discussed inclass,.the student will be able tocorrectly list 2 responsibilities of thejob, 2 qualifications necessary for thejob, 3 facts about the working conditionsand 2 reasons why the person describedchose the job. (B.0.3)

5. When given a story about a number ofindividuals working at the same job, thestudent will be able to underline, withat least SO% accuracy, the different jobroles described in the story. (8.0.3

6. The student will be able to list, with atleast 80% accuracy, 5 habits and 5 attitudesdiscussed in class which make a person agood student and a.good worker. (8.0.4)

-7-

1 2

Human Development-CareerLevel I - 4 hours

List all the reasons discussed in class whypeople work.

Dn the line at the loft of each job dutylisted in Column A, write the number of thejob title in Column B which would have thatjob duty. U number may be used more thanonce.)

Column A

scramble eggswater plantstransplant flowerstype lettersmake appointments

Column B

1. Cook2. Office worker3. Floris

4. You will be shown a career film strip. Listthe following information as you watch thefilm strip.

a. 2 responsibilities of the jobb. 2 qualifications necessary for the jobC. 3 facts about working conditionsd. 2 reasons why the person described chose

the job

5. Underline all the job roles of a nurse thatare described in the following story.*

it is 800 a.m. at Cape Kennedy. NavyNurse, John Collins is giving the finalphy,ilcal to 3 astronauts getting ready to flyto the moon. In Syracuse', in the emergencyroom at Upstate Medical Center, Helen Gibbonsis getting bandages, iodine and thermometersready for the day's work.

Over in New York City, Joan Wèber getsher notes for a class she teaches aboutnursing. Two blocks away from Joan, PhilPotter is getting shots ready for hispatients'with the flu at the health clinic.

Meanwhile, Mrs. Bush, a school nurs,eat John F. Kennedy Elementary School checkscards of boys and girls who need eyecheck-ups.

In Los Angeles, Marion Horn is handinga scalpel to the doctor during an open heartoperation. Finally a public health nurse,Florence Nightingale, gets ready her listof people she will visit because they can-not come to the hospital.

*(This story may be placed on tape, inwhich case the student may be instructedto write down, tell the teacher or placeon tape, the job roles.)

6. List 5 habits and 5 attitudes discussed inclass which make a person a good student anda good worker.

kOMAN DEVELOPMENT AEALTH AND SAFETYLevel 1: 5 hours

Alochile,: TOY SAFETY


1. Identifies safe toys and games for children of various ages.

2. Selects safe toys and games for children of various ages.

Suggested Learning Experiences:

Read about, discuss, and chart ways children of various ages use

toys. Chart hazards for each age group. (1)

Display toys and games. Identify hazard for various ages. Chart

the age for which each game or toy is appropriate. (1)

Visit a store and examine toys for safety. Have store buyer dis-

cuss safety considerations which influence selections. Discuss

procedure to follow if an unsafe toy is received or purchased. (1)

Select a toy or game which a child of a specific age can safely

use. Explain to class reasons for choice. (2)

Compose a news release describing how to select safe toys for

children of various ages. Distribute. (2)

FHA. experience: students collect used toys, repair them and/or

alter them for safety. Give them to a children's home for Easter,

Christmas, etc. (2)

Suggested Mea urement of Student Progress:

Completion Test - Give reasons why specific toys or games would be

unsafe for a given age group. (1)

Identify from a list toys and games that are safe forvarious age groups. (2)

Practical Test - show students various toys and games orpictures of toys and games. Have them describe situations

where each could be safely used. (2)

Some. Related Module

Your Family Needs YouTreating Minor InjuriesMaking and Wrapping Gifts

13

Toy Safety

Behavioral Ob'eetives

When shown a display of toys and/or games,the student will be able to correctly select3 teys and/or games that would be approp-riate for each of the following age groups:under 18 months, 18 months - 3 years,3 years - 6 yes, 6-9 years, 9-12 years.(B.0.1)

When given a series of pictures showingchildren playing with hazardous to:,s, thestudent will be able to identify, withat least 80% accuracy, the main toy hazardshown in each picture. (B.0.1)

3. When given pairs of toys, one safe and onehazardous for several age groups, thestudent will be able to select, with atleast 80% accuracy, the safe toy and nameone hazard of the other toy for the agegroUR that it was designed. (B.0.2)

4

-9-

HUMAN DEVELOPMENT -Health And Safety

Level I - 5 hours

Test Items

1. Select 3 toys and/or games from the displaytable that would be appropriate for childrenin each of the falOwing age groups:

a. under 18 monthsb. 18 months to 3 yearsc. 3-6 yearsd. 6-9_yearse. 9-12 years

2. Name the main toy hazard that is present ineach of the pictures that you will be shown.

3. Pairs of toys for different age groups havebeen placed on the side tables. Indicatewhich toy of each pair is_ the safe toy and thengive one hazard of the other toy for the age____,group that it was designed. (e.g. clackerballs and a yo-yo; two stuffed animals, onewith ingestible eyes, one without; darts wi hpoints; darts with suction caps)

HUMAN DEVELOPMENT

Module: "I AM ME"

Behavioral Outcomes.

RELATIONSHIPS

Level 1: 4 hours

Identifies self in relation to the various stages of life.

2. Compare personal feelings about physical, mental, social, andemotional development with those of peers.

Describes the influences of heredity, env ro _ent, and personaleffort on uniqueness.

4. States reasons for own personal values, attitudes, and tastesand sees ways they might change.

Sugges -ed Learning Experiences:

Discuss the relationship of middle childhood to other stages oflife. (1)

Employ buzz group techniques to compile lists of things aboutphysical growth that make individuals feel different. .(2)

Read how the body develops and why; study heredity and its influ-ence. List factors in environments that make each person differentfrom any other. Uselpulletin board to present these factors. (3)

List things that influence development of personal values. Discussattitudes and tastes typical of age and ways these may change. (4)

FHA experience: plan, and carry out a.project to show appreciation%to other people for contributions in providing good environment,love, and concern. (3)

Sugges ed Measurement of Student Progre__

. Collages entitled "I AM ME" with facts illust ating uniqueness.(1, 2, 3, 4)

Matching Test Match values, attitudes, tastes, appearance withinfluences from heredity, environment, and personal effort.(2, 3, 4)


Making and Keeping FriendsYour Family Needs YouCatch the Good Grooming HabitPutting the Basic Food Groups To Work

--10-

Behavioral Ob ec dyes

The student will be able to list, with atleast 80% accuracy, the various stages oflife that were discussed in class andidentify his/her present stage. (B.0.1)

I AM le

Rumen Development - Health & SafetyLevel I - 4 hours

le Te

2. The student will be able to list fiVedifferent ways in which he/she is growingup. (B.0.1.)

When shown a series of photographs' thestudent will be able to identify, with atleast 80% accuracy, the basic need shownIn each photograph. (B.0.2)

When given a list of ten ways in which aperson may be growing up, the studentwill be able to identify, with at least80'%*accuracy. whether each way of growingup is'part of a personis-Thysical,mental social, or'emotional growth.(B.0.2

List the various stages of lif and circleyour present stage.

2. List five different ways in which you aregrowing up.

31 "Look at the photographs on display. Namethe basic need shown in each photograph.

4. The following list shows different ways inwhich you are growing up and may feeldifferent from your friends. Each way ispart of your physical, mental, social, oremotional growth. Put a check mark in Thecolumn which best describes each kind ofgrowth.

1 6

a. Improving your manners

b. Taking more responsi-bility at home

c. Growing taller

.d. Gaining or losing weight

e. Thinking more clearly

f. Accepting criticism

Meeting older peoplemore easily

h. Controlling your temper

i. Having a neaterappearance

0

P. 0

g.

j Reading about a newhobby

ntd.

havioral Ob ectiv

5. When given a4ist of 10 traits, theStUdent will be able to identify, with atleast 80% accuracy, whether each trait isoaused by hereditary or environmentalfactors. (B.0,3.)

6. When shown a series of five pairs of slides,the student will be able to describe, withat least 80% accuracy, how the attitudeillustrated by each pair of slides would mostlikely be chan ing for the student's agegroup. (B.0.4

17-L2-

le Test I ems

Ten traits are given below. indicateWhether each trait is the result of hereditaryor environmental factors by placing eitheran H or E in the space provided.

The shape of your nose

A slender build

Ability to ski well

Being a responsible person

The color of your

Your height

The way you dress

The color of your

The color of your

The way you talk

eyes

hair

skin

6. YoU will be shown five pairs of slides. Describehow the attitude or taste illustrated by eachpair of slides would most likely be changing foryour age group. (An example of a series of 5pairs of slides and the attitude or tasteillustrated by each is shown below.

a. Attitude toward an elderly neighbor:

Slide 1 - ignoring an elderly neighborSlide 2 - taking a small,gift to the

neighbor

b. Ability to control temper:

Slide 1 - having a temper tantrum whenasked to do an unpleasant job

- being pleasant when asked to doan unpleasant job

Slide 2

C. Trying foods which are new;

Slide 1 - refusing to try food which isnew

Slide 2 - trying a small portion of anew food

d. Ability to be a good loser:

Slide 1- sulking if your team loses a,game

Slide 2- congratulating the winning teamand trying to be a "good sport"

Attitude toward school property:

Slide 1 - scribbling on school desksand in books

Slide 2 - trying to keep school propertyand materials in good condition

HUMAN DEVELOPMENT

Module: MAKING AND KEEPING FRIENDS

RELATIONSHIPS

Level 1: 5 hours

Behavioral Outcom

1. Identifies characteristics which make or deter friendships.

2. Demonstrates characteristics which make and keep friends.

Suggested Learning Expe- -aes:

Buzz groups compile lists of desirable and undesirable charac-teristics in people and discuss reasons they like or dislike each

, characteristic. Role play to demonstrate effects. (1)

Develop a "Keys to Friendship" bulletin board.. (1)

Discuss factors which influence choices for friends.

Role play ways of starting new friendships. (2)

Develop a rating scale entitled "How Do I Rate as a Friend?" Use

rating scale and plan ways to improve personal rating. (1)

Keep an anecdotal record for a. period of time, recording waystried for becoming a better friend. Analyze results. (2)

FHA experience: develop chapter project for increaad friend-

liness toward shy schoolmates. (2)

Suggested Measurement of Student Progress:

. Case Study Analysis: Given a story about two unknown students,underline statements that prompt positive reactions and circlethose that prompt negative reactions. Select two negativecharacteristics and describe ways to improve. (1)

Essay - "Joe and Jim are good fr'ends because...." (1)

Essay - "I'm going to be a better friend by...."

Anecdotal Record Analysis (2)


Catch the Good Grooming HabitYourjamily Needs YouTumingrIn to Future Homemakers : America

"I Am Me"Encounter Personal Growth

1 8

-14-

Makin and Keeping Friends

Behavioral Ob ectives7

The student will be able to list, with atleast 80% accuracy, five desirablecharacteristics discussed in class whichmight cause a friendship to .be_formedbetween two people. (B.0.1)

The student will be able to list, with atleast 80% accuracy, five undesirablecharacteristics discussed in class thatmight stop a friendship from being formedbatween,two people. (B.0.1)

When given a short story, the student willbe able to identifY by underlining, atleast 80% of the actions which might causefriendships _to be formed, and by circling,at least 80% of the actions which mightstop friendships from being formed.(B.0.2)

Human Development-RelationshipsLevel I - 5 hours

Test Item

List five desirable characteristics that mighcau.se you to like a person.

List five undesirable characteristics that mightcause you to dislike a person.

Underline all the actions in the following storythat would be made by a friend, and circle all ofthe actions that would not be made by a friend.

Anne and Joan walked to school together.Mary would not wait because she was afraid shewould be late. Just as they got to school, Anneslipped and fell on the ice. One.girl laughedat her and another called her "Dummy!" Joanhelped her up and picked up the books she dropped.They hurried on to class.

Joe bumped into them in the hall and rushedon. Anne's pencil was gone. She asked Sue ifshe could borrow one, but Sue said "No, my extraone is brand new." Bill loaned her one.

Anne and Joan had lunch together. They satwith a new girl who was alone. Jill came by andpoked Anne, saying "How could you be so sloppy andrip your stockings?" Joan stuck up for her andsaid it was icy.

Mary joined them on the way home but she wantedthem to take a new street or she wouldn't walk withthem.

HOUSING, FURNISHINGS, AND EQUIPMENT MANAGEMENTLevel 1: 4 hours

ModuZe: ORGANIZING PERSONAL POSSESSIONS AT HOME


1. Identifies personal possessions which can be organized.

2. Makes items for storage of-personal possessions at home.

3. Organizes personal possessions at home.

Sugge _ed Learning Experience

List on worksheet entitled "Disaster Areas" personal possessionswhich need to be organized such as books, magazines, clothes,dresser top items, games, or hobby materials. Look in textbooks

and magazines for ways of organizing pessessions. (1)

Select and make projects such as covered boxes for storage, bulle-tin boards for display, magazine or book holders, closet accessor-ies, or drester top organizers. (2)

Draw plans showing where things on list can be stored. Note areas

which need to be organized daily, weekly, and occasionally. (1)

Organize possessions at home according to plans and report toclass. (3)

FHA Experience: chapter sponsors project to help parentsorganize_small items at home or to organize basement and/orattic. (3)


. Practical Test Shown a picture or drawing of a disorganized

area Of a room labeled "before," students draW an "after"

picture that shows ways it could be better organized, ordescribes changes to make. (1)

Completion of project for organizing personal possessions

at home. (2)

. Report on "How I Reorganized My Things at Home. (3)


Making and Wrapping GiftsCatch the Good Grooming HabitCrafts From Nature

2 0

-16-

Oranizin Personal Posse

Behavioral Ob ectives

The student will be able to list, with atleast 80% accuracy, five reasons discussedin class for organizin- personal posses-sions at home. (B.0.1

When shown pictures of ten storage aids,the student will be able to, with at least80% accuracy, give one use for eachstorage aid. (5.0.2)

When shown pictures of ten storage aids,the student will be able to, with atleast 80% accuracy, indicate whethereach storage aid could or could not bemade easily from discards or inexpensivematerials. (B.0.2)

4. When given the necessary materials and aset of directions, the student will beable to construct a storage aid andobtain a score of 100% on a checklistdeveloped in class. (B.0.2)

When shown a picture of a disorganizedbedroom, the student will be able tolist, with at least 75% accuracy, sixways in which the possessions in thebedroom could be better organized.(B.0.3)

Housing, Furnishings and Equipment-

ManagementLevel I - 4 hours

ions at Home

-SaM le Test Items

List five reasons discussed in class fororganizing personal possessions at home.

ad.Picturesattachedprovided,and thencould ordiscards

of ten storage aids are given on thesheet of paper. In the spacegive one use of each storage aidindicate whether each storage aidcould not be made easily fromor inexpensive materials.

Using the materials and the set of directionsprovided by your teacher, construct a storageaid. Your performance will be rated by thechecklist developed in class.

Sample Checkli&t-

ProcedurePerformedYes No

a. Assembles all materials neededfor the project

,b. Reads the set of directionsand asks for teacher help onsteps which are not clear

c. Follows each step on thedirection sheet carefully andcompletely

d. Uses proper safety measureswith all tools and equipment

e. Puts away all materials whenthe project is completed

f. Completes the project in thetime allowed by the teacher

*The checklist used will depend upon theindividual teaching situation.

5. A picture of a disorganized bedroom is shownbelow. List six ways in which the possessionscould be better organized.

HOUSING, FURNISHING AND EQI PMENT BUYMANSHIPLevel 1: i4 hours

Modu e: EXTENDING FAMILY RESOURCES


1. Examines ways to extend family resources.

2. Practices more careful use of family resources.

SUggested Learning Experiences:

Role play ways that family resources are wasted, such as leaving

electrical items on, using excessive paper products, wasting heat

by leaving a door open, or wasting water when brushing teeth ordoing dishes. Build a bulletin board entitled "Wasteful Ways." (1)

Research by students into the cost of wasting one item. Reportto class on the amount of money that can be saved by being lesswasteful. (1)

Use several reports to compile a family play of action on ways toextend family resources. Report to class on successes and savinga

in implementing a family plan. (2)

FHA experience: sponsor an Awareness Day in the school to helppromote interest in extending resources. (2)

Suggested Measz ement of Student Progress:

. Game - first player names a way to extend family resources, secondplayer repeats the first and adds one. Continue in this way,eliminating those who can't repeat and add on until a championremains. (1)

Anecdotal records - Ways I Help Extend Family Resources. (2)

Plan 10 easy ways a family can extend resources. (2)

Case Study - given a family with one teenager, a 6th grader, anda preschooler, suggest ways of extending the family resources. (1)


Using AllowancesSnack ShopperEmergency Care of ClothingMaking and Wrapping GiftsOperation Home

-ehavi ral Ob ectives

Extending Fam OU

Housing, Furnishings and Equipment-Buymanship

Level I - 4 hours

The student will he able to list 10 ofthe ways discussed in class to extendfamily resources. (8.0.1)

2. In a short story, the student will beable to identify by underlining,80% of the actions whiOn saveresources and by circling, 80% of theactions wh1ch waste resources. (8.0.2)

2 3

-19-

Snin.le Test Items

List 10 ways to extend family resources.

2. In the story below, underline the things thatMary's mother does to save energy and circlethe things that she does which waste energy.

Mary followed her mother around the houseon Monday morning to see how she rated asan energy saver:

She saw her mother turn_off_the_electric unit on the stove just before_lhe kettI iiled. She saw that thepot for the eggs wasmaltb7an7theTilliT)on which it sat. Her mother usedhot water from the twb_s_t_ar_t boilingtHragge.

leter-breakfast, she put the dishesIn the dishwasher and started it withaL

Then it was time to do theaun.ry. Mary's mother used a cold wat r

wash. All of her sheets were "no iron."At it she was throu-h her work and

took 2 o a ahowerbeforelunch, On her wa u.stairs, she turnedthe ca Up to 78 egree

HOUSING, FURNISHINGS AND EQUIPMENT

Module: CRAFTS FROM NATURE


LEISURELevel 1: 4 hours

1. Identifies a variety of item_ that can be made using naturalmaterials.

2. Uses natural materials to make a variety of items for the homeand individual.


Collect pictures of crafts from natura materials. (1)

Invite Reople who have made nature crafts to demonstrate to theclass. (1)

Develop bulletin board entitled "Crafts From Nature."Examine natural materials that can be used to make thingssuch as pine cone wreaths or bouquets, terrariums, eggshell flowers, necklaces, pins, rings, sea shell arrange-

ments, or paper weights. (1)

Make several projects and display them. (2)

FHA experience: FHA members conduct summer craft program forneighborhood children. (l, 2)

Suggested Measure emt of Student Progress:

Prepare a plan for making craft item using naturalmaterials. Indicate materials, needed techniques, andthe intended use. Share with class. (1)

Completion of craft items. (2)

So e Related Modules:

Extending Family ResourcesOrganizing Personal Possessions at HomeMaking and Wrapping Gifts

2 4

-20-

vioral -b ective

1. The student will be able to name fivedraft items discussed or demonstratedIn class that can be made usingnatural materials. (B.0.1)

Crafts from Nature

Housingo FurnishingsLeisureLevel X - 4 hours

Sam-le Test Items

d EquilAient-

Given a supply of natural materialsand supplementary supplies (glue, wire,etc.), the student will be able toConstruct during class a craft itemcontaining at least three differentnatural materials and obtain a scoreof-ataeast 6 on an a propriaterating scale. (B.0.2

1. List five craft items that can be made usingnatural materials.

2. Construct a craft item containing at leastthree natural materials from the naturalmaterials and other supplies on your desk.*The item is to be constructed during classand will be judged in terms of originality,attractiveness and durability.

*More than 3 types of natural materialsshould be supplied and each student shouldreceive the same quantity and type ofmaterials.

Sheet

Rating Category

Above

Average1

Below

Average Average

3

1. Originality-Different from craftitems already demonstrated in

s-

2. Attractiveness

3. Durability-Strong enough to serveits purpose

Total Score

HOUSING, FURNISHINGS AND EQUIPMENT HEALTH AND SAFETY

Level 1: 3 hours

ModuZe: TREATING MINOR INJURIES

Behavioral Outcome

1. Identifies acceptable procedures in treating minor injuries in

the home.

2. Uses acceptable procedures in trea-ing minor injuries in the home.


Discuss personal ,injuries that have happened in the home such as

cuts, bruises, burns, falls, or scrapes. Research and report toclass on a specific injury, ways to treat it at home, and indica-

tions for further treatment. (1)

Demonstrate techniques researched for treating minor injuries em-

phasizing use of readily available supplies. (2)

Compile a checklist of first aid supplies that should be in every

home and use it to check the home first aid equipment. (2)

FRA experience: setup a first aid kit with instructions for use

by own family. (1)

Suggested Measure-nt of Student Progress:

.Problem - Given a description of a minor injury, the student ex-

plains the procedure to follow in treating the injury. (1)

Problem - Given a list of fi_st aid supplies that should be in

every home, the student explains how they should be used. _2)

e Related Modules:

Kitchen SafetyFire SafetyAre Your Clothes Safe?Toy SafetyRunning the SeWingj4ac:_ine

2 6

-22

Behavioral Objectives

TreatjAg_ Minor Injuries

The student will be able te name atof a class approved list of firstaid supplies that should be in everyhome. (B.0.1)

least 80%

When given a list of minor injuries anda list of first ,ad methods, the studentwill be able to match, with at least 75%accuracy, each minor injury with theappropriate first aid method. (8.0.1)

When given the description of a minor injury(cut, burn, bruise, fall or scrape),the student will be able to demonstrateon a fellow student the correct pro-cedure for treating the injury accordingto methods discussed in class and obtaina score of 100% on an appropriate ratingscale. (B.0.2)

-23-

2 7

Housing, Furnishings and Equipment-Health & Safety

LeVel I - 3 hours

Sam le _Teat _Items

List all of the first aid supplies thatshould be found in every home.

2 On the line at the left of each minor injurylisted in Column A, write the number of theFirst Aid Method in Column B that would beused to treat that minor injury. (P.0.1)

Coluji

a. burnb. bruisec. cutd. fall

1. apply wet cloths or ice2. put in cold water3. applY Pressure4. apply grease5. keep warm and still6. apply antiseptic

3. The teacher will make an appointment with astudent who will bring a friend with him/heron whom he/she will be prepared to demonstratethe corre,..t treatment for a minor injury.The type of injury ta be treated will bechosen by selecting an injury at random froma set of cards.*

*The teacher should have developed a set ofcards for each type of minor injury includedin the module. Each set should include:a. A card describing the injury far the

"injured" person so that he/she can actthe part.

b. A card describing the injury far thestudent giving the demonstration.

c. A card to be used by the teacher to ratethe student'i treatment according to acheck list agrebd on in class.

Sam le Set of Cards

Pntient_C rdYou _eve jus cu_ yo_with a knife. It is bleeding.Act the part.

-Demonstrator CardJr en _ s tUs cu is _e

ight thumb with a knife. Treat theinjury using the procedures dis-cussed in class.

Teacher Card**u_en name

Calma down the injured patient.Applies pressure with the fingers.Raises the injured hand above the

elboW.Puts gauze (ar band aid) on theWund Egter bleedipg_has_StOPPed.

*The teacher's card should irraude allsteps agreed on in class.

_HOUSINGS FURNISHINGS AND EQUIPMENT

Module: FIRE SAFETY

HEALTH AND SAFETYLevel 1: 6 hours


1. Identifies fire hazards in school and in the home.

2. Demonstrates ways to react in fire emergencies.

3. Develops a plan to minimize fire hazards within the home.


Compile check lists for identifying hazards due to electrical

wiring, open flames, combustible substances, i.e., grease and

refuse. (2)

Read about fire hazards preseAt in homes and schools. Consider

possible solutions and discuss safe ways to react to emergencies. (2)

Role play ways to handle the fire emergencies discussed earlier.

Include home evacuation. (2)

Plan and carry out the minimizing of a fire hazard at home. Re-

port to class. (3)

FHA experience: In conjunction with the local fire department the

chapter or class members prepare and present a fire safety program

to school and community groups during National Safety Week. (1,2,3


Identification game - color parts of a picture that show fire

hazards. (1)

Demonstrate good ways to react to fire emergency tuations.

Rating of the home projects planned and carried out to

minimize fire hazards. (3)

Completion test - describe in single sentences the best way to

eliminate each of several home hazards. (3)


Kitchen SafetyTreating Minor InjuriesOperation Home

-24-


Fire Safety

Housing, FurnishingsHealth & SafetyLevel I - 6 hours

_Teat Item

d Equipment-

'When-shown five pictures of school roomscontaining possible fire hazards, thestudent will be able to identify, with atleast 80% accuracy, one possible firehazard in each picture. (B.0.1)

2. When shown pictures of several rooms in ahouse, the student will be able toidentify, with at least 80% accuracy, all ofthe home fire hazards present in thepictures. (B.0.1)

When given a list of five fire emergencies,the student will be able to describe, withat-least 80% accuracy, one safe way ofreacting to each fire emergency. (B.0.2)

4. Based on class discussion, the student willbe able to list, with at least 80% accuracy,the 5 steps in the evacuation of a house incase of fire. (B.0.2)

-25-

2 9

You will be 'shown five pictures containingpossible school fire hazards. Identify onepossible safety hazard present in eachpicture.

You will be shown several pictures containingpossible home fire hazards. In the spaceprovided, describe all of the home firelazards that are Present in the pictures.

Possible Home Fire Hazard Shown in the_Pictures

a. Paper napkins near the stove

b. Matches in a drawer where a small childcan reach them

C. Fat left in a broiler par when the ovenis turned on

d. Oily rags stuffed in a paper bag

e. A frayed cord on a lamp

f. Hair which is not tied back while cookingat the stove

g. Candle wax which spills on the heatingunit while being melted

h. Newspapers piled up in the garage

i. A can of flammable cleaning fluid leftopen while father is smoking

Apron not tied while cooking at the stove

Five fire emergencies are given below. Inthe space provided, describe one safe Wayof reacting to each fire emergency.

Safe Way ofpmergency Reacting

a. A person's clothes a.catching on fire

b. Grease fire on a stove b.

o. Soy trapped in a bed- C.by e fire in the

upstairs hall

d. Newspapers catchingfire in the basement

e. A frayed lamp cordcatching fire in theliving room

List the five steps in evacuating a housesafely in case of fire which were discussedin class.

eha'orel Oh ectives

5. When given a list o five home fire accidentthe student will be able to describe, with atleast 80% accuracy, one safety practice thatwould haVe prevented each accident. (8.0.2)

Ssm.l Tat te

6. When shown a tray containing various suppliesand equipment, the student will be able toidentity, with at least 80% accuracy, all ofthe supplies and equipment that should be

included in a home fire emergency aid kit.

(B.0.3)

3 0

-26-

Five home fire accidents are given below.

In the space provided, describe onesafety practice that could have prevented

each accident.

Accident

a. Used paintbrushes catchfire by spon-taneous combustion

b. Frayed cord froman iron shortcircuits andcatches fire

c. Large pile ofnewspapers Catchesfire in the garage

d. A match used tolight the stoveWas tossed intothe waste basketand started thebasket on fire

e. Oven explodeswhile beinglighted

Safety_Practi_ce

a.

e.

You will be shown a tray containing varioussupplies and equipment that are each ident-

ified by a different number. In the spaceprovided on the answer sheet, write the

nuMbers of all of the supplies and equipmentthat should be included in a home fire

emergency aid kit.

FOOD AND NUTRITION

Module: PARTY PERFECT FOODS


MANAGEMENTLevel 1: 8 hours

Prepares snacks using appropriate utensils and equipment,measuring techniques, and easy recipes.

Prepares beverages using electrical appliances.

Prepares a simple punch and soft dough cookies for a party.

Suggested Learning Experiences=

Plan and prepare several snacks to serve to class, learning touse new equipment and utensils, to follow a simple recipe, or tomeasure ingredients. (1)

Suggested foods: vegetable tray with dips, fresh fruit cup andcinnamon toast sticks, popcorn, chex snacks (do7dads) unbakedcookies, simple candies, hors d'oeuvre trays.

Plan and prepare beverages while learning to use a blender ormixer. (2) Suggested foods: chocolate milk, milk drinks,eggnog, fruit drinks.

Entertain someone outside the Department serving simple punch andsoft dough cookies. (3)

Collect class recipes and new ones to try at home.

. FHA experience: serve refreshments at a chapter meeting. 3)

Suggested Measurement of -c'tudent Progress:

Student demonstrations of measuring techniques. (1)

Completion test on terms found in simple recipes. (1)

Demonstrate the basic operation of electrical appliancesused in class. (2)

Problem List the basic steps in planning refreshmentsfor a party where homemade rolled cookies and a blenderpunch are to be served. (3)


Perk Up a BreakfastKitchen SafetySparkling China, Gleami g Crys al, Shining Pots

3 1-28-

__Behavioral GbAectives

Party_Perfec _Foods

When shown 10 pieces of kitchen equipmentcommonly used in preparing food, thestudent will be able to, with at least80% accuracy, name the 10 pieces ofequipment and give one use for eachpiece. (B.0.1

When given five different types ofmeasures commonly used in recipes, thestudent will be able to list, with atleast 80% accuracY, the abbreviationfor each tyPe of measure. (B.0.1)

When given five different meausures, thestudent will be able to list, with atleast 80% accuracy, the equivalentmeasure for each given measure. (B.0.1)

4. When given a lidt of flvc liquid and/ordry ingredients and the pictures ofseveral different types of measuringequipment, the student will be able toidentify, with at least 80% accuracy,the piece of equipment that would beused to meaSure each of the giveningredients. (B.0.1)

Food and Nutrition - ManagementLevel I - 8 hours

Sajn.le Test I

-29-

3 2

Name the 10 pieces of kitchen equipment shownon the tray. Give one use for each piece ofequipment. (Pieces might include: peeler,paring knife, spatula, rubber scraper, baster,slotted spoon, case knife, cutting board,tongs, and ladle.)

Piece of Eoui-ment One Use for Each

2. In the spaLe provided, write the abbreviationsfor each of the following measures used inrecipes:

Measure Abbreviation

a. teaspoonb. tablespoonC. cupd. pinte. quart

In the space provided,write the equivalentmeasure for each of the given measures.

a. 1 tablespoonb. 1 pintC. 1 quartd. 1/4 cupe. 1/2 cup

. teaspoons----

. ---- upsc= pints= tablespoons= tablespoons

4. The pictures of several measuring devices areshown on an attached sheet of paper. In thespace provided after each ingredient listedbelow, write the name of the measuring devicethat should be used to measure that ingredient.

a.b.C.

d.

e.

Ingredient Measuring Device

3/4 cup brown sugar1/2 cups milkteaspoon vinegarcup water

1 1/2 teaspoon shortening

*Possible pictures would be metal measuringcups, glass measuring cups, measuringspoons and case knife.

Behavior l Ob-ectives

When provided with one liquid and one dryingredient, the student Will be able todeMonstrate, with 100% accuracy, themeasuring techniques that should be usedWhen'Measuring a given amount of a liquidand a dry ingredient. (5.0.1)

6 After reading the appliance instructionsand observing teacher demonstrations, thestudent will be able to demonstrate thesafe operation, cleaning and storage ofan eleCtric mixer and receive a score ofat least 75% on a checklist developed inclass. (5.0.2)

7, When given two measuring techniques foreach ingredient in a simple beveragerecipe, the student will be able toselect the correct measuring techniquefor at least BO% of the ingredients.(B.0.2)

le Test _items

You will be asked to measure a certain amountof one liquid and one dry ingredientaccording to the procedures discussed in class.Your performance will be rated according tothe cheekliSt deVeloped in class.

sampie_Checklist*

a. Selects the proper dry orliquid measuring equipment

b. Selects the proper size ofequipment

c. Uses a case knife or spatulato level dry ingredients

d. Measures liquid ingredientsat eye level

e. Measures over a tray or workplate

ProcedurePerformedYes -No


6. Demonstrate the safe way to use, clean, andstore an electric mixer by performing thetask given to you. Your performance will berated by the checklist developed in class.

a.

b.

c.d.C.f.g.h.

Sample Checklist*

Puts in beaters before pluggingin mixer

Checks beaters to be sure theyare tight

Runs mixer at the proper speedRemoves beatersWashes beatersWipes off hood with damp clothRemoves turntable to wipe baseCoils cord inside bowl

ProcedurePerformed

NoYes

*The checklist will vary depending onprocedures used by teacher in demonstrationand on "use and care" manual used.

7. Two methods are listed for measuring eachingredient in the eggnog recipe given below.Circle the correct method for measuring eachingredient.

ehavioral Ob ectiVes

S. When given:a simple recipe for a beverage,the student will be able to prepare thebeverage following the procedures dis-bussed_in class and_obtain a score of atleast average on each category of arating scale developed in class. (B.0.3)

9. When giVen a simple recipe, the studentwill be able to prepare a batch of softdOugh cookies, at least five of whichwill be rated excellent by the teacheron all of the categories of a ratingscale developed in class. (9.0.3)

Sam.le Test Items

Using the recipe provided by your teacher,prepare a beverage following the proceduresdiscussed in class. The product will berated by the rating scale developed in class.

Sample Ratin Scale*

Excellent Avera-e Poor

a. Consistencyb. Flavorc. Color

*The rating scale used will _ depend upon theindividual teaching situation.

9. Make a batch of coconut cornflake macaroonsusing the recipe in your text. Select thefive best cookies for teacher rating. Thecookies will be rated by the rating scaledeveloped in class.

Sam le Ratin Scale*

a. Consistencyb. Flavorc, Color

Excellent Aver e Poor-rTy

*The rating scale used will depend upon the

individual teaching situation.

FOOD AND NUTRITION MANAGEMENTLevel I: 4 hours

Module: SPARKLING CHINA, GLEAMING CRYSTAL, SHINING POTS

Behavioral Outc n

1. Identifies the steps in efficient dish and pan washing by handand dishwasher.

2. Uies correct procedures for washing dishes.


Read about or see a filmstrip on the correct way to wash dishesby hand and using the dishwasher. Discuss reasons for the orderin which dishes are handwashed and why certain procedures makefor efficiency. (1)

. Experimentand pans.

th various produc s and procedures to clean pots

Hand wash four soiled place settings of dishes using sudsy waterand three rinse pans each having two gallons of water. Aftercompleting the task, place water from each pan in a separate clearwater glass. Compare the four waters for clearness and amountof sediment. Make conclusions- (1)

Prepare and use score sheets in observing others and whiledoing own dishes. (2)

. FHA experience: members giVe mothers or guardians special week-end gift'by polishing all pots and metal in kitchen and by--washing meal dishes. (2)

Suggested Me surement of Student Progress:

List steps and give reasons for suggested order forefficient dishwashing by hand and with a dishwasher. (1)

Practical test - Random checks of dish water, rinse water,and procedures used during succeeding clean-up period. (2)


Party Perfect RecipesPerk Up a Breakfast

Putting the Basic Food Groups To Work

3 5

Sparkling Ch'

BehavioralOb ectiVes

When given a routine dishwashing situation,the student will be able to list, with atleast 80% accuracy, each of the steps dis-cussed in class that should be followed whenwashing dishes efficiently by hand and onereason why each_step saves time, energy,or is a good safety measure against thespread of germs. (B.0.1)

Gleaming C

2. When given a routine dishwashing situation,the student will be able to list, with atleast 80% accuracy, each of the steps dis-cussed in class that should be followedwhen washing dishes efficiently by machineand one reason why each step should beperformed. (B.0.1)

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3 6

al Shining -ts

F000 and NutritionManagementLevel I - 4 hours

e T st Items

You have just finished eating a spaghettidinner and are responsible for washing thedishes. The following dishes and pots mustbe washed:

.silverwareplates.glassesserving dishes.colonder2 pots (1 for spaghetti & 1 for sauce)

a. List each step that should be followedwhen washing these dishes efficiently byhand.

b. Explain how each step either saves time,energy, or is a good safety measure againstthe spread of germs.

You have just finished eating a breakfastconsisting of orange juice, bacon, eggs andcocoa and you are responsible for washingthe dishes. You will be using the dishwasherto wash these items that can be safelycleaned in the dishwasher and the rest of thedishes will be washed by hand. The followingdishes and pans must be washed:

.silverware

.plates-cups and saucers.glasses.plastic orange juice containeroteflon lined aluminum fry pan.plastic spatula.glass double boiler

a. List all of the steps that should befollowed when efficiently washingdishes in a dishwasher.

b. Explain how each step contributes toefficient dishwashing in at least one ofthe following ways:

.saves time

.saves energy

.more sanitary

.helps dishwasher operate smoothly

.lengthens the life and the beauty ofdishes and pans


The student will be able to perform all ofthe appropriate procedures when washingdishes by hand and receive a score of atleast SO% on a checklist developed in class.(B.0.2)

4. The student will be able to perform all ofthe appropriate procedures when washingdishes in a machine and receive a score of atleast SO% on a checklist developed in class.(B.0.2)

3 7

Sam-le Tes

Wash all of the dirty dishes on the counterby 'lend using the appropriate procedures.Your performance will be rated by the check-list developed in class.

a.b.c.d.

C.f.

g.

h.

Sample Checklist*

Scraped dishesRinsed dishesStacked in washing orderFilled dishpan half full withhot, soapy water

Washed a few dishes at a timeWashed dishes in the followingorder: glasses, silverware,cups & asucers, plates, servingdishes, cooking utensils, pots& pansScalded or rinsed inside & outwith hot water

Drained in dishdrainer

ProcedurePerformedYis Ro

=


4. Wash all of the dirty dishes on the counterby machine using the appropriate procedures.Your performance will be rated by a checklistdeveloped in class.

b.0.d,

Sample Chedclist*

Read instruction booklet fordishwasher

Scraped dishesRinsed dishesRemoved food which is stuck-onwith a scrubber

e. Secured cups & glasses in anupside-down positionSpaced dishes so water couldcirculate freely

Mixed knives, forks & spoonsin silverware holder to avoidnestingLoaded small items in separatebasket & closed lid

i. Checked to,be certain items thatare not machine washable havenot been loaded in dishwasher

J. Measured detergent and placedInto dispenser

k. Closed and locked door1. Washed dishes on the correct cycle

1.

g.

h.



FOOD AND NUTRITION BUYMANSHIPLevel 1: 4 hours

Module: SNACK SHOPPER

Plans nutritious snacks.

2. Selects economical snacks for specific occasions.

Suggested Leca-ing Experiences:

Discuss times that snacks have been purchased and how good a buyeach was. Discuss places where snacks are most expensive suchas movies, amusement areas, and fairs. (2)

Compare prices for various quantities, from different places, andin different packages. (2)

Collect pic_ures of nutritious foods from each of the basic fourgroups that could be purchased as snacks. Use on a bulletinboard. Use ads and shopping trips to determine costs of each foodas a snack. Add this information to the bulletin board. Selectgood buys through discussion. (1, 2)

Plan snacks to purchase for a class trip, a hike, afterschool, or after the movies. (1)

Purchasv snacks frn7 a special occasion. (2)

_Aence: FHA members purchase snacks to take when chapterb-c ,_7e in charge of the story hour for children at the local

:Abrary. (1, 2)

Suggestea Mecsirrnent of Student Progress:

List and justify snack foods appropriate for each ofseveral situtiens. (1, 2)

For a specific. 7-:-.casion of your choice select snacksthat a:re nutr- ;ous and economical. (2)


Party Perfect FoodsPutting the Basic Foud Groups To Work

ehavioral Ob ectives

Snack Shopper

Food and Nutrition -BuymenshipLevel I - 4 hours

Sam le Test Items

1. When given a list of definitions, tne studentwill be able to identify the correctdefinition of the term calorie. (8.0.1)

The student will be able to name 5 0f the6 nutrients contained in foods that werediscussed in class. (8.0.1)

3. When given several pictures of snacks, thestudent will be able to identify, with at least80% accuracy, the'Basic Food Groupor Groups that each snack belongs to.(B.0.1)

The student will be able to list six of theeharacteri'stics of a good snack that werediscussed in class. (B.0.1)

5. When given the names of several foods, thestudent will be able to tell, with at.least80% accuracy, whether the food is a good orpoor snack and give one reason for eachanswer. (B.0.1

6. When given a choice of snacks for severalsituations, the student will be able toselect, with at least 80% accuracy, the mosappropriate and economical snack for eachsituation and give one reason for each seleddpm(8.0.1)

When given the price and the number ofpeople that a snack serves, the studentwill be able to calculate the price perserving to the nearest cent. (B.0.2)

When given a package of a snack, thestudent will be able to correctlyfigUre the price per ounce to thenearest one decimal. (B.0.2)

When giVen several newspaper advertise-ments for the same snack, the studentwill be able to correctly select theleast expensive brand. (8.0.2)

1. A calorie is a measure of the amount of

a. nutrients in the foods you eatb. vitamins that your body needs each dayc. energy in the foods that you eatd. amount of food that you eat

List five of tie nutrients contained in foods.

3. The pictures of ten snacks are shown on aseparate sheet. Name the Basic FoodGroup or Groups that each snack belongs to.(Ditto a sheet containing drawings of 10different snacks.)

4. List six character-isti s of a good snack.

Five foods are given 5elow. Tell whether eachfood is a good_or poor snack and give onereason for each answer.

a. fresh fruitb. potato chipsc. carrots

d. raisinse. cake

6. Pictures of several snacks are provided on aseparate sheet of paper. Select the mostappropriate and economical snack for each ofthe situations listod below and give onereason for each selection. (Use same sheetas used in question 3.)

a.

b.C.

d.e-

a summer picnica bike hikea birthday partyan after-school treata movie

7. A can of it costs 60¢ and serves 7 people.What is the cost per serving?

8&9. Four advertisements for potato chips are shownbelow. Which brand of potato chips is leastexpensive? (Cut out four advertisements froma current newspaper for this question. Oneadvertisement should be for a bag that has aweight other than 8 oz. or 1 lb.

-37-

9

FOOD AND NUTRITION CAREERLevel 1: 4 hours

Module: WORKING WITH FOODS IS FUN


1. Identify jobs where knowledge and skills of food and nutritionare basic background for the workers.

2. Identify requirements and skills needed o' workers in variousfood-related jobs.

Sugges ed Learning Expers noes:

Develop posters, charts, reference book lists about indivi ualfood jobs. (1, 2)

Visit local institutions where food or nutrition workers can beseen in three difference kinds of jobs. Identify job character-istics and worker characteristics. (2, 1)

Interview people in the community who have 'various jobs relatedto food and nutrition; use questionnaire developed by .Jr 015sand tape the interview for replay and study. (2)

Each student acts out a "What's My Line" charade selected froma bag containing food and nutrition related job descriptions,aftd "stage" properties. Others in class identify jobs portrayed,(1, 2)

FHA Experience: each FHAmber shadows a person on-the-jobin the foods industry and r:Torts findings to class. (2)

Suggested Measurement of Progress:

Play "What's My Line" game.

Game: Given a personal characteristic identify a food-relatedjob where this characteristic would be important. (2)

Game: Reverse game above. Given job characteristic, match jobneed with personal qualification or skill needed Li the worker. (2)

So Me Related Modules.,

Career ChatterKitchen SafetyPutting the Basic Food Groups To WorkCatch the Good Grooming Habit

4 0

-3 8-

havio Al Ob ectives

The student will be able to list ten jobsfrom those discussed in class that requirea knowledge of food and nutrition.(B.0.1)

Workin -ith Foods is

2, Given a list of five job duties and alist Of six job titles, the student willbe able to match at least four of thefive job duties to the appropriate jobtitle. (B.0.2)

3. Given a worker characteristic and a listof four job titles, the student will beable to select'in two out of three casesthe job title which requires that workercharacteristic. (B.0.2)

4 1-39-

Food & Nutrition - CareerLevel I - 4 hours

Sam le Test Items

List ten of the jobs discus ed in class thatrequire a knowledge of food and nutrition.

2. On the line at the left of each job dUtylisted in Column A, write the number of thejob title in Column B to Which that job dutybest applies.

Column A

a. TakeS food orders 1.

and gives themto the cook 2.

b. Cleans glasses ina hospital 4.

Greets and seats 5.

customers 6.

Checks the safetyof food

e. Plans menus forparties

c.

d.

3.

Column B

Restauranthost/hostessCounterpersonFood InspectorDishwasherDieticianCaterer

Select the answer that best completes eachstatement below and place the letter of thecorrect answer in the blank at the left ofeach question.

A good job for some ne who likes toWork alone would be the job of

a. waitress/witerb. busboy/bus-irlc. grocer

* d. baker

A good job for someone who is creativeWould be the job of

a. cashier* b. chef

C. dishwasherd. waiter/waitress

A good job for someone who likes toprovide leadership would be the job of

a. cafeteria attendantb. cook's helper

* 0. headwaiter/headwaitressd. food checker

FOOD AND NUTRITION HEALTH AND SAFETYLevel 1: 7 hours

Module: PERK UP A BREAKFAST

Behavioral. Outcomes:

1. Relates the importance of breakfast to a balanced diet.

2. Plans and prepares appealing breakfasts in school and at home.


See a filmstrip showing the relationship of a nutritious breakfastto a balanced diet. Discuss the advantages of having a goodbreakfast. Collect pictures and build a bulletin board with aperculator bubbling over with appealing breakfast foods. (1)

Plan and prepare several breakfasts in class incorporating atleast three of the basic food groups. Some suggestedfoods: fruit sundae, cinnamon toast, cereal's with fruittopping, ice cream, french toast with fruit syrup, cocoa,scrambled eggs with bacon, or cheese, surprise muffins orcoffee cake, hamburg deluxes, banana split, fruit punch, (2)

Plan and prepare a nutritious and appealing breakfast at home.Report to class on problems and successes. (2)

FHA experience: invite parents to breakfast at a special chaptermeeting. (2)

Sugge_ ed Mea ure ent of Student Progress:

List five ways - to perk up your breakfast. 1)

Prepare a guide sheet - to measure the appeal and nutritiousqualities of a breakfast. (2)


Putting the Basic Food Groups To WorkSparkling China, Gleaming Crystal, Shining PotsParty Perfect FoodsSnack Shopper

Perk Up'e Bre

ehavioral Ob e tives

Food & Nutrition - Heal hLevel I - 7 hours

Sam le Tes- Iteni

Safety

When given three breakfast menus, the studentwill be able to identify the menu or menuswhich includes selections from each of theBasic Food'Groups. (B.0.1)

2. When given three definitions, the studentwill be able to select the definition thatcorrectly defines the term "balanced diet."(B.O.J)

3. After viewing a film rip, the studentwill be able to list 3 advantages ofhaving a nutritious breakfast. (8.0.1)

4. When shown five photographs of differentbreakfasts, the student will be able toidentify, with at least SO% accuracy, one wayin which each breakfast could be made to

look more appealing. (B.0.2)

5. The student will be able to prepare 3different menus for a nutritious break-fast, each of which includes a food from atleast 3 of the 4 Basic Food Groups. (8.0.2)

I. Which breakfast menu or menus includesselections from each of the Basic FoodGroups?

Breakfast

Grape JuiceScrambled Eggs'and BaconEnglish MufZinsCocoa

A

Breakfast B

Corn Flakes and MilkCinnamon ToastMilk

Breakfast G

StrawberriesPancakes with Syrupand Sausage

Milk

c:4°-511k-21-2--15Mi_Fruit-Vegetable

---Bread-CerealMeat

MilkFruit-Vegetable

--Bread-CerealMeat

MilkFruit-Vegetable

77-Bread-Cereal-Meat

2. People will have a "bal ced di t" eachday if they choose

a. an equal amount of soft foods and

hard foodsb. foods from each of the Basic Food

Groups in the right amountsc. foods they like together with

foods that they do not like

Name 3 advantages of having a nutritiousbreakfast.

4. You will be shown photographs of five break-

fasts. Describe one way in which eachbreakfast could be made to look more appealing.

5. Prepare 3 different menus for nutritiousbreakfasts. Each menu should include a foodfrom at least 3 of the 4 Basic Food Groups.

al Ob ectives Sam le Test Items_

Based on teacher demonstrations and classdiscussion, the student will be able to

: "plan and prepare a nutritious breakfastWhich includes 3 of the basic foodgroups and receive a score of at least

, SO% on a thecklist developed in class.(B.0.2)

4 4

-4 2-

6. Plan and prepare a nutritious breakfast thatincludes 3 of the basic food groups. Yourperformance will be rated by the checklistdeveloped in class.

§2nPle Checklist*


a. Plans a well-balanced menU,including 3 of the basicfood groups

b. Reads through the recipes before--beginning

c. Assembles all ingredients andequipment before beginning

d. Follows each step on theplanning sheet carefully andcompletely

e. Serves the food in an appealing manner

-

f. Uses proper safety measureswhile working in the kitchen

g. Follows rules of cleanlinesswhile Working in the kitchen

h. Puts away all ingredients andequipment when finished

i. Completes the preparation andcleanup in the time allowed


FOOD AND NUTRITION

Module: PUTTING THE BASIC FOOD GROUPS TO ORK


HEALTH AND SAFETYLevel 1: 8 hours

1. Considers the basic food groups in selecting food.

2. Selects meals and snacks that will help meet nutritional re-quirements.


Play a game where small groups select a breakfast, a lunch, anddinner menu card. Groups score their selections by giving onepoint for each recommended serving from a basic food group,for a maximum of 14 points. The groups must add and delete foodsuntil they attain a perfect score. Each group reports to the classthe menu started with and improvements they made. (1, 2)

Keep a record of foods eaten for several days. Score and suggestways that daily requirements could.have been met. Keep new recordand check for improvements. (1)

Discuss snacks that are nutritious and enjoyable. 2)

Prepare simple, nutritious snacks that could be served at home.Some suggested foods: milk shakes or drinks, fruit drinks,raw vegetable trays, fruit kabobs, cored apples stuffed with cheese,celery filled withpeanut butter or cream cheese, banana splitspread with peanut butter. (2)

FHA Experience: volunteer to help the primary grade studentsprepare at basic food group mobiles. (1, 2)


Matching Test - match each of a list of foods with basicfood groups. (1)

Add to or take from game: alter several 1-day menus tomake each more nutritionally adequate. (1, 2)


Party Perfect FoodsPerk-Up a BreakfastSnack Shopper

BehaVioral Ob ectives

Food_ and NUtrition - Health &Safety

Level I - 8 hours

Putting the Basic Food Groups to Work

When given seVeral pictures.of foods, thestudent_Will be able to identify, wit.4-Catleast 80% accuracy, the Basic Food Group towhicheach food belongs. (B.0.1)

When given a sample day's food menu thestudent will be able-to-_determine thenumber of servings of each of the BasicFood Groups included in the menu.(B.0.1)

When given a list of several nutrients,the student will be able to identify, withat least 80% accuracy, the Basic Feted Groupto which each nutrient belongs. (B.0.1)

When given a _ist of snacks, the studentwill be able to determine, with at least 80%accuracy, whether each snack is anutritious snack or a poor snack.(B.0.2)

When given several lists of foods, thestudent will be able to determine, with atleast 80% accuracy, which of the BasicFood GroUps, if an- is missing fromeach list. (B.0.2

From a list of foods provided, thestudent Will be able to prepare, with atleast80% accuracy, a day's menu which willprovide a balanced diet. (B.0.2)

Ten pictures of foods are shown. List theBasic Food Group to which each food belongs.belongs.

2. A sample day's food menu is given on aseparate sheet of paper. How many servingsof each of the Basic Food Groups areincluded in the menu?

In the space provided, list the BasicFood Group to which each of the nutrientslisted below belongs.

a. vitamin Db. vitamin Cc. carbohydratesd, irone. calcium

4. In the space provided, indicate whetherof the following snacks is a nutritioussnack or a poor (P) snack.

a. pretzelsb. eggnogc. candy bard. potato chipse. aPPle

each(N)

For each of the following lists of foods,tell which of the Basic Food Groups ismissing. If all food groups are present ina list, write the number 4 in the aPpropriatespace. (Ex. a.' orange juice,cereal, coco7-EF5a7-

6. From the list of .foods provided, plan aday's menu which inoludes the recommendedamounts of the Basic Food Groups.

-4 5--

4 6

CLOTHING AND TEXTILES MANAGEMENTLevel 1: 9 hours-

Module: RUNNING THE SEWING MACHINE

BehavsoraZ Outcomes:

1. Identifies the parts of the sewing machine and their functions.

,2. Prepares the machine for use and storeslt properly.

3. Operates the sewing machine to make a simple accessory.

SUggested Learning Exper ences:

Read the instruction booklet or see a filmstrip and complete aworksheet on the parts of a sewing machine. Discuss the partsand functions of each. (1)

Demonstrate preparation, threading, running, and storing of asewing machine., both cabinet an&portable. Practice all pro-cedures. (2)

Make a simple project with straight seams-and right-angle corners.Suitable projects include: square potholder, tote bag, pillow-case, drawstring bag, place mat, and square pillow. (3)

FHA experience: Members take responsibility for general care andmaintenance of classroom machines and those at home. (2

Suggested Measurement of Student Progres_

Worksheet - Identify parts of a machine and explain the functionsof each part. (1)

. Practical Test - Thread a machine, sew a straight seam, and pivoton a corner. Satisfactory completion obtains an operator'slicense. (2)

Score Sheet - Student and teacher score the completed project.


Tools for Home SewingMaking and Wrapping GiftsCatch the Good Grooming HabitExtending Family ResourcesEmtrgency Care of Clothing

47

-4 6-

R 'n ' the Sewin- hine

-Behavioral Oh ec ives

1. When given a numbered diagram of a sewing_machine, the student -fill be able to identify,

witn at least 80% ac, :soy, the names of all

the indicated parts. (B.0.1)

When given a list of the functions of severalparts of a sewing machine and a list ofsewing machine parts,the student will beable tO correctly match, with 0each function with the appropriate part.(B.0.1)

3. Using the check list developed in class,the student performs all of theappropriate procedures when preparing asewing machine for use and when storingit. (3.0.2)

CLOTHING AND TEXTILES - ManagementLevel I - 9 hours

Sam.ie Test Items

-47-

4 8

The diagram of a sewing machine with tennumbered parts is shown below. In thespace provided next to each number, writethe_name of the part indicated by thatnumber.

2. On the line at the left of each functionlisted in Column A, write the number of the

part of the sewing machine in Column Bwhich has that function.

Column A Column B

-_-a. Moves fabric under1. feed dog

the presser foot 2. hand wheel_b. Allows for a variety 3. needle clamp

of stitch lengths 4. presser footc. Holds the fabric in 5. slide plate

place against the 6. stitch lengthfeed regulator

d. Manually positions 7. take-up lever-- _

the needle and thetake-up lever

e. Holds the needle inplace

Prepare your sewing machine for use and thenprepare it for storage. Your performancewill be rated by the check list developed

in class.*

Sam le Check List

Procedure

1. Sets up machine by removingcover or lifting out ofcabinet

2. Connecta cord to electricaloutlet

3. Winds bobbin4. Threads bobbin case5. Threads the needle (upper

threading)6. Raises bobbin thread7. Tests correct tension for

fabric being usedB. Sets correct stitch length

for fabric being used9. Unthreads machine10. Inserts cloth under presser

foot and lowers presser footand needle

Stores machine correctly

ProcedurePerformedYT1---No

*The check list will vary dePending on themake and model of sewing machine and theprocedures discussed in class.

CLOTNIM AND TEXTILES

Module: TOOLS FOR HOME SEWING


BUYMANSHIP--Level I: 3 hours

1. Identifies tools for measuring, cutting, marking, and handsewing.

Selects tools that are durable and functional for measuring,cutting, marking, and hand sewing.

Suggested Learmng Experiences:

Display a variety of sewing tools. Students complete a worksheetoh the names and uses ofeach. (1)

Play a game where students a e required to quickly name andidenti ) functions of sewing tools. (1)

Manipulate sewing tools to become familiar with the way theywork. Discuss what is expected of each and factors to lookfor when selecting them. Make simple useful articles, whichwill utilize each tool and assist in assessment. (2)

FHA experience: Members compile and display'information toguide purchase of good sewing tools, then elicit cooperationof a local store to place it in the notion department. (2)

Suggested MeasureMent of Student Progress:

Identification Test - Identify sewing tools by name and use. (1)

Completion Test - Given a sewing tool, the student explainsfactors to consider when purchasing such a tool. (2)


Running the Sewing MachineEmergendy Care of Clothing

Behavioral Ob ecti

When given a list of several tools used forhome sewing and a list of four ways in whichsewing tools could be used, the studentwill be able to match, with at least 80%accuracy, the tool and the appropriate use.(8.0.1)

Tools for Home Sewing

CLOTHING AND TEXTILES -Level I - 3 hours

Sanle Te Items

hip

2. When given a list of the functions ofseveral tools used in home sewing anda list of several sewing tools, thestudent will be able to match, withat least 80% accuracy, each functionwith the tool that has that function.(B.0.1)

3. When given a list of tools used for homesewing, the student will be able to list,With at least 80% accuracy, one functionalcharacteristic to look for when selectingeach tool. (B.0.2)

5 0

-4 9-

On the line at the left of each sewing -ool

listed in Column A, write the number of theway in which that tool may be used fromColumn B.

Column A Column B

a. shears 1. measuring---b. tracing wheel 2. cutting

c. needles 3. marking---d.---e.

tape measurerulerscissorstracing papersewing gaugethimblechalk

4. hand sewing

f.

g.---h.

On the line at the left oi each functionlisted in'Column A, write the number of thehome sewing tool in Column B that has thatfunction.

Column A

a. used to transferpattern markingsto fabrics

b. used to cut fabricc. used to seW two

pieces of fabrictogether

d. used to measurelarge lengths offabric and tocheck grain lines

e. used to storeneedles and pins

Column S

1. bent-handledShears

2. emery bag3. needles4. pin cushion5. pinking shears6. tracing paper7. yardstick

Ten tools used for home sewing are listedbelow. For each tool, give one functionalcharacteristic that Should be looked forwhen selecting the tool.

a,b.c.d.e.f.g.h.1.j.

hand sewing needlespinspin cushionsewing gaugeshearstape measUrethimbletracing papertracing wheelyardstick

CLOTHING AND TEXTILES

Module: MAKING AND WRAPPING GIFTS

Behavioral Outcomes

LE_SURELevel 1: 7 hours

1. Creates gifts,appropriate for designated recipients.

2. Wraps gifts attractively.

Suggested Learning E.yeriences:

Display sample projects and pictures of projects related toclothing or grooming that could be made. Such items mightinclude hats, tote bags, shoe bags, scarves, or knitted products ---made with oversize needles. Discuss the type of person each giftcould be given to. Plan, complete, and display own projects. (1)

Collect pictures of attractively wrapped packages and develop a"Packages with Personality" bulletin board. Research interestingways to wrap presents. Wrap packages and have a contest judged bypeople from outside the department. (2)

FHA Expe ience: at a'aapter meetiAg class members.demonstratehow to wrap packages various attractive ways. (3, 4)

Suggested Measurement of Student PPogress:

Student explains why the gift made will be appropriate forthe person to whom it is being given. (1)

Practical Test - Rate a wrapped package on neatness- originality,and suitability for an occasion. (2)

Some Reluted Modules:

Running the Sewing MachineCrafts From Nature

-5 0-

Behavioral Ob ives=.

1. -Based on class discussion, the student will beable to develop a "plan of action" to followwhen making a specific gift and receive ascore ofat least 80% on a checklist developedin class. (B.0.1)

Mal_sj_gin and Wrapping Gifts

Clothing and Textiles - LeisureLevel I 7 hours

-le Tea" Items

When given a plan of action for making agift, the student will be able to constructthe gift item using the appropriate pro-cedures and receive a score of at least80% on a checklist developed in class.(B.0.1)

Based on class discussion, the student will beable to list, with at least 80% accuracy, 10

materials found at home which could be usedto make interesting wraps, ties, or decora-tions for gift items. (0.0.2)

The student will be able to list threequalities of a well-wrapped package that werediscussed in class. (0.0.2)

-51-

5 (2,

Jill would like to make a glass case for herMother's birthday, using leftover materialfrom her sewing project. Develop a "plan of.action" which she should follow when makingthe gift. Your "plan of action" will berated with the checklist developed in class.

Sample Checklist*

ProcedurePerformed

a. Included all necessary materialsb. Included all necessary tools

and equipmentc. Included all steps in cutting,

marking and pinning the patternd. Included all steps in sewing the

gifte. Added necessary decorations

*The checklist would depend upon the giftbeing prepared and the individual teachingsituation.

2. You will be given a "plan of action" formaking a gift item. Construct the gift itemdescribed in the "plan of action" followingthe appropriate procedures.* Your performancewill be rated by the checklist developed inclass.

Sample Checklist**

ProcedurePerformedYes. No

a. Assembles all the materialsneeded for the project

b. Reads through the "plan ofaction" and asks the teacherfor help on steps which are notclear

c. Follows each step on the "planof action" carefully andcompletely

d. Uses the proper safety measureswith all tools and equipment

e. Puts away all materials when theproject is completed

f. Completes the project in the timeallowed by the teacher

*The "plan of action" could be a corrected"plan of action" from question 1 or anoriginal one developed by the teacher

**The checklist used will depend upon theindividual teaching situation.

List 10 materials found at home which couldbe used to make interesting wraps, ties, ordecorations for gift items.

4. List thr o qualities of a well wrapped

package that were discussed in clans.

Behav oral Ob ectives

5. When given five wrapped gifts and the purposeof each gift, the student will be able totell, with at least SO% accuracy, whether eachgift is well-wrapped or poorly-wrapped andgive one reason for each answer. (B.0.2)

When given the purpose of three gifts, thetype of container to be wrapped for eachgift, and a choice of several varieties ofwraps, ties, and decorations, the studentwill be able to select* with at least SO%accuracy, the wrap* -tie and decorationthat should be used when wrapping eachgift. (8.0.2)

-52-

Sample Test Items

5. Five wrapped gifts are on the table in thefront of the room and each gift is identifiedwith a letter. The purpose of each gift isgiven below. In the space provided, tellwhether each gift is well-wrapped or poorly-wrapped and give one reason for each answer.

Purpose of Gifts

a. Birthday gift foryour mother

b. Wedding gift foryour cousin

Valentine gift foryour grandmother

d. Christmas_gift foryour uncle

e. Baby ahower giftfor a neighbor

6. A variety of wraps, ties, and decorations areprovided on the table in the front of theroom and three gifts that are to be wrappedare described below. For each gift, selectthe wrap, tie, and decoration that should beused to produce a well-wrapped gift.*

-Gift Item Tie Decoration

a. A going awaygift for aapacial friend(large,rectangularbox

b. A small giftfor a child inthe hospital(small, roundbox)

c. A Mother's Daygift (long,slender tube)

*The list of materials would have to bemodified to fit the individual teachingsituation. Possible wraps, ties, anddecorations would be:

Wraps: white or colored tissue, shelf paperwith original designs, pieces of wellpaper, cellophane, aluminum foil,crepe paper, comics

Ties: yarn, twine, plain or pinked ribbon orcloth, rick rack, lace

Decorations:adVtirtising words or pictures, paperdoilies, old cards, lace, gold,silver, or colored stars, loaves,weeds, berries, flowers, pinecones,cut-out designs from colored paper,small items, small toys, kitchenequipment

Behavioral Objectives Sample Test Items

When given a box, a jar and a tube to bewrapped, the student will be able to wrapeach object using the appropriate pro-cedures And obtain a score of at leastSO% on a checklist developed in class.(B.0.2)

-5 3-

7. You have been given a box, a jar and a tube.Wrap each object using the materials providedand the appropriate procedures. Your perform7ance will be rated by the checklist developed,in class.

aule_Checklist*ProcedurePerformedYes No

a. Assembles all materials forwrapping

b. Reads over the direction sheetand asks for teacher help onsteps which are not clear

c. Follows each step on thedirection sheet

d. Estimates enough paper beforebeginning to wrap

e. Centers container properly beforefolding or gathering ends

f. Estimates enough twine beforetying

g. Ties or fastens package securelyh. Uses small amounts of cello-

phane tape wilere neededi. Uses scissors carefully for his/

her own safety and that of theother students

-j. Neatly wraps the giftk. Puts away all materials when

the project is completed1. Completes the project in the

time the teacher has allowed

*The same checklist would be used to rate thewrapping of each gift. The checklist usedwill depend upon the individual teachingsituation.

CLOTHING AND TEXTILES HEALTH AND SAFETYLevel 1: 4 hours

Module: CATCH THE GOOD GROOMING HABIT

Behavioral Ou omcs:

1. Describes the positive and negative influences,a person's physicalappearance has on himself and others.

2. Identifies steps in acquiring the characteristics of a neat, clean,healthy appearance.

3. Applies steps needed to acquire a nice appearance.


Discuss how an individual's appearance can influence one's attitudewhich, in turn, affects both appearance and actions. Discuss pos-sible effects on associates. Collect pictures of young people andreact to their appearance. (1)

Role play effects of various kinds of accessories. (1)

Sharing of good grooming secrets by well-groomed older students.Prepare a bulletin board showing well-groomed youth. (2)

Employ a ratingsheet to pinpeint personal strengths and weaknessesin grooming habits. Select one or two grooming habits to work onat home for a week, then report progress. (3)

Cosmetology students demonstrate hair care procedures of appro-priate styles for age group. (2)

FHA experience: develop a chapter or class project on best featurepromotion. All areas of grooming can be used as categories. (3)


From viewing a picture the student describes probableinfluences a person's appearance has on self and others. (1)

List - "Characteristics of a well-groomed healthyappearance." (2)

Score Sheet Score progress made in improving grooming habitsduring the home experience. (3)

Some Related Module.

Ethergency Care of ClothingPutting the Basic Food Groups Jo WorkOrganizing Personal Possessions at Home"I Am Me"Running the Sewing Mad_ neSnack ShopperMaking and Keeping Friends

ch the Good Groom. Hab

Behavital_Ohaectives

The student will be able to list, with atleast 80% accuracy, ten characteristics of awell-groomed person as discussed in class.(B.0.1)

2. When given a list of:personal character-istics, the student will be able todetermine, with at least 80% accuracy,whether each Characteristic will have apositivt or negative effect on anotherperson. (8.0.1)

3. The student will be able to list at leasteight of the rules for good groomingdiscussed in class. (B.0.2)

The student will be able to list, withat least 80% accuracy, all of the stepsthat should be followed when brushingand washing hair. (B.0.2)

When given a picture of a well-groomedperson, the student will be able toidentify, with at least 80% accuracy, tenpoints which make the-person look wellgroomed. -(B.0.2)

6. When given a series of pictures of basicclothing outfits and a series of picturesof clothing accessories, the studentwill be able to match, with at least80% accuracy, the appro rtrate accessoriesto each outfit. (B.0.3

7. The student will be able to list all ofthe steps discussed in class that should befollowed when improving appearance.(13.0.3)

-5

5 6

CLOTHING AND TEXTILES -Health & Safety

Level I - 4 hours

Sam le em-Test It_

List ten characteristics of a well-groomedperson that were discussed in class.

2. In the space provided, indicate whether eachof the following personal characteristicswill have either a positive or negative effecton another person.

EffectPersonal Characteristics Positive Negative

a. Bitten nailsb. Pleasant smilec. Unruly haird. AttraAive teethe. Bad breath

3. List eight miss of good grooming thatdiscussed in class.

List all of the steps discussed in classthat should be followed when brushing andwashing your hair.

5. A well-groomed person is shown in the picturebelow. List ten points which make the personlook well-groomed.

6. On the line at the left of each picture of abasic clothing outfit in Column A, write thenumbor of the picture of the clothingaccessories in Column B, that would bestcompliment each outfit.

Column A Column

(5 pictures ofbasic outfits)

(7 Pictures ofclothing accessories)

List all of the steps discussed in class thatshould be followed when improving appearance.

CLOTHING AND TEXTILES HEALTH AND SAFETYLevel 3 hours

Module: ARE YOUR CLOTHES SAFE?


1. Identifies potential dangers in some clothing and fabrics.

2. Describes ways of avoiding unsafe clothing and fabrics.

Sugges ed Learning Expe enoes:

Collect newspaper and magazine clippings of injuries resu tingfrom unsafe clothing. Prepare a bulletin board entitled, "AreYour Clothes Safe?" Discuss dangers in specific types ofclothing. (1)

Demonstrate fire hazards using selected fabric swatches. Studyand discuss laws regarding flamability of clothing. List waysof avoiding unsafe clothing such as looking for fire safetylabels and considering other dangers presented by loose clothing. (2)

Prepare a news article or a letter to parents on potential dangersin clothing and ways to avoid them. Distribute to class. (2)

FHA Experience: chapter prepares and presents a program on safeclothing to PTA and other adult groups. (2)

Suggested Measurement of Student Progre

Essay - Describe dangers sometimes found in clothing. (1)

Problem - Given pictures, labels, and information on clothing, thestudent is to tell whether it is safe or to be avoided and thereasons for his decision. (2)

Some Related Module-

Fire SafetyKitchen SafetyTreating Minor Injuries

Behavioral Ob ec 've-

Clothing and Textiles - Health & SafetyLevel I - 3 hours

ARE YOUR CLOTHES SAFE?

1. When given aaist of 5 articles ofclothing, the Student will be able toprovide, with at least 80% accuracy,one reason why each article ofclothing Would be dangerous to wear.(8.0.1)

2. When given aof clothing,to describe,one accidenteach article

list of 5 unsafe articlesthe student will be ablewith at least 80% accuracywhich might be caused byof clothing. (B.0.1)

3. Using the guidelines discussed in class,the student will be able to determine,with 100% accuracy, whether 2 swatchesof clothing fabric are safe or unsafefabrics. 8.0.1)

4. When given a list of fiVe articles ofclothing, the student will be able toindicate, with at least 80% accuracy,one way of avoiding or minimizing theunsafe condition that cOuld be causedby each article of clothing. (8.0.2)

-5 7-

5

le Te Items

Five articles of clothing are given below.In the space provided, list one reason whyeach article of clothing would be dangerousto wear.

a. T shirt a.

b. Platform shoes b.

c. Tank top c.

d. Knitted gloves d.

e. Clogs e.

2. Five unsafe articles of clothing are listedbelow. In the space provided after eacharticle of clothing, list one accident whichmight be caused by wearing that article ofclothing.

a. Jacket with a loose belt

b. Pants which are too long

c. Shoes witb untied laces

d. Long skirt with ruffledtrim

e. Knitted stocking cap

Accident

You will be given two swatches of fabric.Using the guidelines discussed in class,determine whether each swatch is a safe orunsafe fabric.

Swatch #1 Ei Safe 7 Unsafe

Swatch #2 n Safe El Unsafe

Five articles of clothing are listed below.List one way of avoiding or minimizing theunsafe condition that could be caused byeach article of clothing.

a. Baby's sleepwear

b. Shoe with a broken strap

Way to Avoid orMinimize UnsafeCondition

a.

c. A Halloween costume for c.

your younger sister orbrother

d. A loose suspender on d.

your jumper

e. Jeans which drag on the e.

ground

CLOTHING AND TEXTILES RELATIONSHIPSLevel 1: 6 hours

Module: SHARING IN THE CARE OF CLOTHING


1. Identifies the correct procedures in dealing with care and repairof clothing.

2. Uses appropriate measures in helping with care and repair ofclothing for self and other family members

Suggested Leavning Experiences:

Discuss kinds of care needed for clothing such as replacingbuttons, hemming, mending or patching, spot removing, hand washing,pressing, and storing. (1)

Play a game to earn points by identifying solutions to clothingproblems as presented by classmates. (1)

Participate in class session on care and repair of clothing whichhas been brought from home. (2)

FHA Experience: FHA members bring in expendable children'sclothing that needs minor repair and/or cleaning. Fix up clothingand distribute to a children's home, low income families, and/orsocial agency. (2)

Sugges ted Meastrement of Student Progre

Performance test - Given a washable garment with a missing button,loose hem, or a spot, the student demonstrates ability to correctthe problem. (1)

Rating scale Teacher and student r te the student's c_ass7roject. (2)

e Reiated Modules:

Running the Sewing MachineCatch the Good Grooming HabitYour Family Needs YouTools for Home Sewing

Sharin in the Care of Clothin


When shown items Of clothing which requirecare, the student will be able to list,in at least 5 out of 6 cases, the properprooedure that should be used to treateach problem. (B.0.1)

When shown the pictures of two people,the student will be able to list 5 kinds ofemergency care of clothing which would helpto improve the aPPearance of the two people.(B.0.1

When shown an item of clothing that needscare, the student will be able to list, withat least 80% accuracy, the supplies andequipment in the clothing care kit thatwould be required to repair the article ofclothing. B.0.2)

4. When given an article of clothing thatrequires care, the student will be able torepair the clothing using the aPPropriateprocedures and obtain a score of at least80% on a checklist developed in class.(B.0.2)

-5 9-

6 0

Clothing and Textiles-RelationshipsLevel I -- 6 hours

San e Test Items

Look at each of the items of clothing whichneed care. In the appropriate space, tellwhat should be done to treat each problem.

Clothing Problem What To Do

a. Blood stain on a a.

cotton T shirt

b. Torn seam on pants b.

c. Wrinkled h

d. Hole in the knee d.

of a pair ofdungarees

e. Mud on a pair of e.

socks

Lost button on asweater

2. You will be shown the pictures of two people.List 5 kinds of clothing carewhich would help to imnrove the appearanceof the two people.

You will be shown an item of clothing thatneeds repair. In the space provided on theanswer sheet, list the materials in aclothing care kit that would be needed torepair the item of clothing.

Possible Item of _Clothin

Dungarees with a holein one knee

MaterialsNeeded

ironironingboard

press7onpatch ortapescissors

4. You will be given an item of clothing thatrequireS repair. Repair the item of clothingusing the appropriate procedures. Yourperformance will be rated by the checklistdeveloped in class.

Sam-le Checklist

Assembles the necessary suppliesand equipment for the job

2. Follows directions on the tactsheet, Garrying out the neces-sary steps to Completion

3. UseS proper safety measures inthe use of supplies and equip-ment

4. puts away all supplies andequipment used

ProcedurePerfermed

--£

Cs-

HUMAN DEVELOPMENT

Module: PERSONAL VALUES AFFECTING TEENAGE SPENDING

BOMANSHIPLevel II: 4 hours


1. Identifies sources of income available to teenagers.

2. Analyzes how personal values influence spending.

3 Examines patterns of planned vs. impulse spending actions.

Suggested Lea:rning Experiences:

Buzz session on how class members or their acquaintances obt inspending money. List additional ways to earn money. (1)

Complete sentences such as "If I had 24 hours to live," "If Ihad a million dollars I would." Discuss and classify responsesto show values such as beauty, sense of belonging, self-esteem,honesty, health, or family well-being. (2)

Write dialogues that evidence conflicts of values such as"Shall I save money for a bicycle or have fun at the movies,snack bar, etc; buy a sensible winter coat or a stylish butimpractical coat?" Act out dialogues for each point of view. (2)

Analyze how values are fomed, how to recognize influenceswhich determine values, and ways values can be changed. (2)

Name three recent purchases and classify as either planned orimpulse purchases. List under needs or desires the factorswhich influenced each purchase. (2, 3)

FHA Experience: Chapter has program on spending allowances,researching why members use their money as they do. Examineways to make and to use money for the Chapter. (1, 2, 3)

gested Measurement of Student Progress:

. Students complete this statement - "If I were principal of myschool...," then explain -the values expressed. (1)

Problem - "If you were given $25.00 to use as you wish, howwould you use it?" "What values influenced your choice(s)?" (2)

Case Study - A teenager on a shopping tour. Explain whetheryou think each purchase was planned, or an impulse. (3)


Being an Informed Grocery ShopperSelecting Accessories for Your HomeAnalyzing Food LabelsConvenience Style Baked Foods

61

-6 0-

Human Development - BuymanshipLevel II - 4 hours

Personal Values Affecting.Teenage Spending

Behavioral _0bjtives

1. The student will be able to list, with atleast 80% accuracy, five factors discussedtn class that influence teenage spending.(B.0.1)

The student will be able to list, wi h atleast 80% accuracy, all of the advantagesdiscussed in class of having an allowance.(B.0.1)

When given the names of three methods offinancing purchases, the student will beable to describe each method and then giveone advantage and one disadvantage ofeach method. (8.0.2)

4. The student will be able to list, with atleast 80% accuracy, the factors discussedin glass that should be considered whenpurchasing garments, (B.0.2)

When given five advertisements, thestudent will be able to determine, withat least 80% accuracy, which advertise-ments appeal to a person's needs andwhich advertisements will cause impulseSpending and then give one reason foreach choice. (3.0.3)

-6 1-

SampLle Tast_Items

1. List five factors discussed in class thatinfluence the way a teenager spends money.

List all of the advantages discussed in classof having an allowance.

Describe each of the methods of financingpurchases that are listed below and then giveone advantage and one disadvantage of eachmethod.

a. Credit Cardb. Installment Buyingc. Lay-A-Way

4. List five factors that should be consideredwhen deciding whether to purchase oneexpensive jacket or two inexpensive jackets.

6 2

You will be shown five advertisements.Decide which advertisements appeal to aperson's needs and which advertisementswould cause impulse spending. Giveonereason for each choice.

HUMAN DEVELOPMENT LEISURELevel II: 3 hours

Module: PRIDE IN FAMILY TRADITIONS AND CUSTOMS


1. Describes traditions and customs of different cultures.

2. Shares with classmates experiences related to own familytraditions and customs or those of others they know.


View a movie that shows a family following its customs ortraditions (could be home movies). Discuss how they weredepicted. Research other typical family traditions andcustoms in addition to those in families of-the class members.Ways of celebrating a holiday or birthday, meal patterns, andhome furnishings could be included. Identify ways that familylife and personal values can be influenced by customs ortraditions. (1, 2)

Role play situations which show family traditions and customsand discuss how they originated. (2)

Exhibit and tell about special foods, clothing, or other itemsbrought to class to explain traditions and customs. (2)

Discuss ways family members and others cooperate to preservecustoms and traditions. (2)

FHA Experience: Chapter members present a "Holiday Around theWorld" program related to traditions or religions of othercultures showing the part holidays play in the heritage of acountry. Invite parents, grandparents, and senior citizens toparticipate and/or demonstrate traditions and customs. (1)

Sugges ed Measurement udent Progress:

Descriptive Report - Given a list of customs and traditionsthat have been studied, describe how they relate tonationality, subculture within a nation, religion, specificfamily,or heritage group. (1, 2)

Some Related Modulec.:

Entertaining at HomeSelecting Accessories for Your RoomPersonal Values Affecting Teenage Spending

Human Development - Le -ureLevel II - 3 hours

Pride in Family Traditions and Custom.

Behavioral Ob ectjVes

The student will be able to describe at lea5 of the cuatoms and traditions of any ofthe ethnic groups discussed in class andcorrectly identify the source of each customor tradition. (B.0.1)

2. The student will be able to describefamily practice and list 3 conditions thatwould be likely to cause the practice tobecome a tradition or custom, according tothe criteria established in class.(i.e. reoted in religion, etc., has formeda bond between family members, has beenrepeated, involves everyone, etc.)(B.0.2)

Sa le Test Items

1. Describe 5 family traditions or customs ofan ethnic or racial group of your choice.Indicate whether the practice originated innationality, a subculture in the nation,a religious group, a specific family or aheritage group.

2. Describe something that your family doesand give 3 reasons why you think it mightdevelop into a custom or tradition.

HUMAN DEVELOPMENT

Module: JOBS THAT DEAL WITH PEOPLE


CAREERLevel II: 4 hours

1. Identifies home economics related jobs that deal with people.

2. Examines a job of special interest in a home economics relatedoccupation dealing with people, delineating responsibilities,education, and skills requixed.


See filmstrip or read and discuss home economics related jobsthat deal with people. (1)

Invite persons employed in such jobs as child care, social ser-vice, public relations, geriatrics, rehabilitation of the handi-capped, home economics education, cooperative extension, or con-sumer services to discuss their jobs in relation to backgroundrequired and specific duties. (1)

Take a field trip where people are working with other people suchas a rehabilitation center or geriatric home to see how each jobfits into the total picture. (1)

Small groups research specific jobs using guidance materials,library material and interviews as tj education needed, desirablepersonal qualities, specific duties, working conditions, specialrequirements, and pay. Report findings. (2)

FHA experiences: Initiate a chapter project establishing anongoing home economics career file available to all students inthe school library. (1)

Suggested Measure ent of ,Jtudent Progress:

Matching Test - Match job titles and job descriptions-- (1)

Rate research projects.


Looking Into the Future in Foods OccupationsCareers in Housing, Furnishings, and EquipmentFitting Your interest in Clothing and Textiles

to a Job

Jobs That Deal With Peo le

Behavioral Ob e tives

When given a list of job descriptions and a

Ust of job titles, the student will be

able to match, with at least 80% accuracy,

each jOb description with the appropriate

job title. (B.0.1)

2. The stud nt will be able to research a jobin a hOme economics related occupationdealing with people and prepare a reportwhich receives a score of at least 80% whenrated by a checklist developed in class.(B.0.2)

6

Sa

HUMAN DEVELOPMENT - CareerLevel II - 4 hours

e Test Items

On the line at the left of each jobdescription in Column A, write the number ofthe job title in Column B which is describedby that job description.

Column A

_a. A person whodistributes infor-mation in agricult-ure and homeeconomics to peoplein a given county.

b. A person whodeals with problemsof the communityand society.

c. A person who performshousehold duties.

d. A person in the pro-_ fession of homemanagement

e. A person who helpshandicapped peOple tolearn job skills.

Column 13

1. county extensiOnagent

2. domestic serviceworker

3, home economist4. occupational

therapist5. physical

therapist6. public relations

worker7. social worker

Research a job_in a home economics relatedoccupation dealing with people and prepare a/wort about the job. The report will berated using the checklist for job reportsdeveloped in class.

Sample Job Re ort Checklist*

Yes-3-

a. Does the report includespecific tasks involvedfor the job?

b. Does the report includeworking conditions onthe job?

C. Does the report includeeducation needed forthe job?

d. Does the report includesalary and fringebenefits?

Somewhat-2-

e. Dees the report includedesirable personalqualities of a workerfor the job?

f. Does the report includespecial requirementsof a worker for thejob?

*The checklist may vary depending on thecriteria set up by the students and theteacher. Also, the student must obtain ascore of at least 15 points on the checkli

-1-

HUMAN DEVELOPMENT

Module: KEEPING CHILDREN SAFE

HEALTH AND SAFETY

Level II: 8 hours

Behavioral Outc

1. Identifies situations which might be hazardous for a child.

2. Applies pr -ciples of safe child care.

3. Translates safety procedures so that children can understand th--

Sugge ted Learning Experiences:

Read and discuss situations which migh_ produce bumps, cuts, falls,poisoning, or suffocation for children. Explore the classroom andlist hazards which exist there. Determine ways to eliminate oralleviate them. (1)

Develop an observatien sheet to use when observing children atplay in the neighborhood. Include hazards to look for when watch-ing children play. Report observations. ( )

Invite small children to the classroom to play. Students applyprinciples of safety as they guide children in play. (2)

Plan actiVities which will help children learn to safely cro's astreet, ride in a bus, or use play equipment. (3)

Visit a nursery or kindergarten class to observe the teaching ofsafety procedures. (3)

FHA Experience: Plan and carry out project in cooperation withlocal agencies to improve safety or community play areas. (2)

Suggested Measurement of Student Progress.

List activities in which a child may be involved.Student describes possible hazards related to each. (1)

. Multiple Choice Test - Given potentially hazardous child caresituations, students select the safest solutions. (2)

Problem - Givenia topic such as "Safety On The Stairs," studentswill suggest ways to teach this to small children. (3)

Some Related Vodules:

A Safe Trip Through the HomeChild's Play Is LearningJobs That Deal With People

_Behavioral Ob ectives

Based on class discussion, the student willbe able to list, with at least $0% accuracY,ten danger spots for children found in ahoMe. (3.0.1)

Human Development - HealtlLevel II - 8 hours

eping Children Sa

_le Teat Ite

Safety

2, When shown pictures of five safety hazardsfor children in a home, the student will beable to tell, with at least 80% accuracy, howpach hazard can be eliminated or reduced.(9.0.1)

When given a list of five actiVities, thestudent will be able to list, with at leastSO% accUraoy, two precautions that a childshould take to prevent an accident whiletaking part in each activity. (3.0.1)

4. Based on class discussion, the studentwill be able to list five rules thatshould be followed when arranging amedicine cabinet for maximum safety.(B.0.2)

5. When given a list of five toys, the studentwill be able to list, with at least 80%accuracy, the safety factors that should bechecked when choosing each toy. (B.0.2

6. When given a list of four accidents concern-ing children, the student will be able tolist, with at least 75% accuracy, the firstthree actions that should be done in each

situation. (B.0.2)

7. Based on a police safety lecture, the studentwill be able to briefly describe what a youngchild should do when approached by astranger. (B.O.3)

68

1. List -en danger spots for children found in ahome.

2. You will be shown five pictures, each contain-ing a safety hazard for children that couldbe found in a home. Briefly tell how eachsafety hazard could be reduced or eliminated.

For eadh of the activities given below, listtwo precautions that a child should take toprevent accidents while taking part in eachactivity.

Ice SkatingRiding a BicycleSwimmingClimbing a TreeCrossing a Street

4. List five rules that should be followed whenarranging a Medicine cabinet for maximumsafety.

5. Five pictures of toys are shown below. Listthe safety factors that should be checkedwhen choosing each toy.

S. A list of four situations that could occurwhile babysitting is given below. For eachsituation, list the first three things thatshould be done by the babysitter.

a. A child fallsb. A fire occurs in the housec. A child gets cutd. A child becomes sick

7. Briefly describe what a young child should dowhen approached by a stranger.

-HUMAN,DEVELOPMENT RELATIONSHIPSLevel II: 4 hours

-.Module: DEAR H.O.P.E. HELP ON PROBLEM EVENTS_

Behavi oral Outcomes:

1. Identifies personal problems typical of teens.

2. Applies problem solving techniques to personal problems o. selfand others.

Suggested Learntng Experiences:

Compile a list of problems typical of teens such as sibling rivalry,sharing of family possessions, unfair treatment, coping with theincreased responsibility of maturity, or with peer relationships.Read about and discuss problems which were listed. (1)

Write letters to "Dear Hope," describing problems. DisCusspossible solutions to a few typical ones and list in one columnof a chart. Discuss results of each solution and record inanother column. Decide which are the most logical solutions. (2)

Invite a panel of people such as guidance counselor, religiousleader, parent, older teen, and doctor to discuss solutions andoutcomes to "Dear Hope" letters. (2)

Role play possible problem solutions. (2)

FHA Experience: individual establishes goals relating to apersonal concern such as spfaking to others and follows throughwith activities in a-personal growth encounter. (2)

Suggested Masurment of Student Progress:

Report - Identify problems teenagers have with the increasingresponsibilities of maturity. (1)

Problem - Provide a "Dear Hope" letter. _Have students WTi e_possible solutions, then give reasons supporting selection ofone particular solution. (2)


Face FactsPersonal Values Affecting Teenage SpendingAppliances for Beauty

6 9

-havioral Outcomes

When given descriptions of three teenagers-in family situations, the student will listtwo personal problems that would be typicalfor each teenager. B.0.1)

Dear H.O.P.E. Help ble Event-

Human Developmen -RelationshipsLevel 11 - 4 hours

le Test Ite

When given a list 0f personal problems ofteenagers, the student will describe inessay form, one possible solution to eachproblem using problem solving techniques.(B.0.2)

7 0

-6 9-

For each situation described below, listtwo personal problems_ that would be typicalfor the teenager in the situation described.

(a) A thirteen year Old girl in a familywith two older (16 and 17) and twoyounger (9 and 11) sisters.

(b) A twelve year old girl in a familywith no brothers and sisters.

(c) A fourteen year old boy in a familywith a younger brother (10) and ayounger sister (3). A widowed grand-mother also lives with the family.

Describe in a short essay, ene possiblesolution for each teenage problem givenbelow. Use problem Solving techniques.

(a) concern over changes in physical growth

(b) relationships with parents

(c) relationships with siblings

(d) relationships with friends of the sameand opposite sex

'MOUSING, FURNISHINGS, AND EQUIPMENT

.ModUle: OPERATING HOUSEHOLD CLEANING EQUIPMENT

BehaVioral Outcomes:

MANAGEMENTLevel II: 3 hours

1. Uses owners manuals to learn how to operate household cleaningequipment.

2. Uses household cleaning equipment prope Y.

Si4ggested Learning Expersences:

Collect and study instruction booklets for various cleaningequipment such as vacuum cleaners, floor polishers, waxers,electric brooms, dishwashers, washing machines and dryers, rugqbampooers, and automobile vacuums. (1)

Compile a list of general information needed before any cleaningequipment can be properly operated. (1)

Report to class and demonstrate proper use of several types ofequipment. Include safety considerations on their care andstorage. (1, 2)

Take a field trip to a store selling a variety of householdcleaning equipment. See demonstrations for getting the most outof cleaning equipment. Discuss information that consumers shouldbe more aware of. (2)

Practice with cleaning equipment in class and at home. Reportbest uses and 7)rocedures and any problems encountered. (2)

FHA Experience: Pairs of members offer to help, free of charge,some older person, mother of small children, or invalid withhousehold tasks. (2)

Sugges ed Measurement of Student PPogress:

Student demonstrates ability to read instructions in anowners manual and relate each instruction to that companionpart of the equipment, explaining each step to classmates.Demonstrate operation of the equipment. (1, 2)


Careers in Housing, Furnishings, and EquipmentAppliances for BeautySelecting Accessories for Your Room

7 17 0

0peratingHousehold z1 in E _ment

Behavioral Ob e: ives

When given an instruction booklet for a pieceOf household cleaning equipment, the studentwill be able to list, with at least 80%accuracy, all of the information required tooperate the piece of equipment. (5.0.1)

When given a list of several householdcleaning jobs, the student will be able toselect one of the jobs and then list all ofthe equipment that would be needed to performthat job. (B.0.1)

3. Tbe student will be able to perform theprocedures discussed in class whenoperating a piece of household cleaningeqUipment and receive a score of 100% ona checklist developed in class.(B.0.2)

7 2

Housing,Pu-,ishings andEquipmedt -.Management

Level II - 3 hours

Sam7le_Test Items

You will be given an instruction booklet fora certain piece of household cleaning equip-ment. List all of the information requiredto operate that piece of equipment.

2. Several household cleaning jobs are listedbelow. Select one of the jobs and then listall of the cleaning equipment and materials'that would be needed to perform that job.

Sam le List of Cleanin Tasks*

a. clothes for a family of 4b. dishes from a family mealc. wax and polish a tile floord. heavily soiled shag-type carpet-ruge. inside 0f an automobile

*the list of cleaning tasks would depend uponthe individual teaching situation.

Wash all of the clothes provided in an auto-matic clothes washer using the prcceduresdiscussed in class. Your performance willbe rated by a -checklist developed in class.

Sample Checklist*

ProcedurePerformedYet- No

a. Clothes sorted for similarcolor and washing conditions

b. On-off control in off positionc. Clothes loaded in washer

according to bookletprocedure

d. Water level appropriate forload size

e. Wash water temperature approp-riate for-fabric

f. Rinse water temperatureappropriate_for :fabric

g. Wash speed appropriate forfabric

h. Spin speed appropriate forfabric

i. Type of cycle appropriate forfabric

Wash time appropriate forfabric

Selection/non-selection ofbleach appropriate to type ofclothes load

1. If required, bleach or bleachdispenser used according tobooklet procedure

m. If required, fabric softenerused according to bookletprocedure

a.

k.

*The checklist used will depend upon

the dndividual teaching situation.

FIOUSING, FURNISHINGS- AND EQUIPMENT

odule: CAREERS IN HOUSING, FURNISHINGS, AND EQU P ENT


1. Identifies jobs available in housing,'occupations.

Examines a job of special interest infurnishings, and equipment.

Suggested Learning Expeme es:

Sugges

CAREER

Level II: 3 hours .

furnishings, and equipment

an occupation in housing,

See filmstrip or.read about and discuss jobs available in housing,furnishings, and equipment occupations. (1)

Invite people employed in housing, furnishings, and equipment occu-pations such as interior decorator, upholsterer, furniture sales-man, appliance salesman, a kitchen remodeler, slipcover maker, andpainter to distuss their jobs in relation to background requiredand specific duties involved. (1)

Take a field trip to a decorator's shop where many people are em-ployed to see the role each plays in a total decoration job. (1)

Research a specific job by using guidance materials, library ma-terial; and interviews. Report to the class on education needed,specific duties, working conditions, special requirements, andpay. (2)

FHA experience: develop a bulletin board display of careers inhousing, furnishings, and equipment using as a focus FHA's publica-tion - Home Economics Jobs/Careers Computer. (1)

ed Measurement of S udent Mvgress:

Matching Test - Match job titles and job descriptions.

Rate research projects. (2)


66

Looking Into the Future in Foods OccupationsFitting Your Interest in Clothing and Textiles to a JobJobs That Deal With People

-7 2-

Careers in Housin shin s and Equipment

Behavioral Ob ective

When given a list of job descriptions and aiist of job titles from the housing, fur-nishings, and equipment occupations, thestudent will be able to match,with at least80% accuracy, each job description with theappropriate job title. (B.0.1)

Using guidance materials, library materials,and interviews, the student will be able todetermine, with at least 80% accuracy, theeducational requirements, the specialrequirements, the specific duties, theworking conditions, and the pay for a givenjob in the housing, furnishings, or equip-ment occupations. (B.0.2) *

7

- 7 3 -

Housing, Furnishings andEquipment - CareerLevel II -A hours

Sam.le Test I e

On the line at the left of each job descriptionin Column A, write the number of the job titlein Column B which is described by each jobdescription.

Column A Column

_a. Rebuilds springsand puts materialon furniture

b. Repairs washingmachines, refrig-erators andtoasters

c. Flans attractiveoutdoor settingsusing plants,flowers, shrubsand trees

d. Sells private homesor commercialproperty

e. Selects and arrangesfurnishings for theinsid&-of a home ora commercialestablishment

1. Applianceserviceman

2. Upholsterer3.,Interior

decorator4. Landscaper5. Architect6. Real estate

broker7. Urban planner

2. You will be given the name of Ajob in thehousing, equipment or furnishin6 occupations.Using guidance materials, library materials,and interviews, determine the educationalrequirements, the special requirements, thespecific duties, the working conditions, andthe pay for the job.

HOUSING) FURNISHINGS, AND EQUIPMENT HEALTH AND SAFETYLevel II: 4 hours

Module: A SAFE TRIP THROUGH THE HOME

Behavioral Outcome

1. Identifies features which interfere with safe movement wJ.thinthe home.

2. Plans improvements for safer movement in the home.

Suggested Learning Eperiences:

Research ways to provide safe movement within the home.

Locate pictures or make sketches of potential householdaccidents contributed to by inadequate lighting, hazardousfurniture arrangements, unmarked glass doors, dangerousfloors- or rugs, and unsafe stairs. Describe each potentialhazard or accident to classmates. Develop a bulletin boardwith the pictures and sketches. (1)

Draw house plans showing furniture arrangement, lighting, andtraffic patterns. Identify hazards for movement. Rearrangeto show improvements. (1, 2)

Invite a resource person fromthe utility company to discusssafe lighting for the home. (2)

FHA Experience: FHA members conduct school survey for safetyhazards. Report findings to student council. (1)


Given a series of pictures of pairs aT similar rooms one ofeach pair safer for movement than the other, select the saferand state why. (1, 2)

--Do-a-report-on-iiving quarters including plans-for-safermovement in the home and ways to eliminate and/or reducehazardous conditions. (2)

ame Related Modules:

Selecting Accessories for Your Home

7

-7 4-


When shOwn, a picture Of a room containingten safety hazards, the student will beable to identify eight of the ten safetyhazards. (B.0.1)

A Safe _Trip,2111Tough the Home

2. When given a list of several safety hazards,the student will be able to list, with atleast 80% accuracy, two accidents thatcould be caused by each safety hazard.(B.O.1)

The student ,will be able to list eightout of ten safety rules discussed inclass that should be followed whenarranging furniture. (B.0.1)

4. Based on class discussion, the studen:be able to list, with at least 80%,accuracy, five unsafe conditions in alivIngroom that are most often the causeof accidents involving young children.(B.0.1)

When given a floor plan of a roomincluding furniture, the student willbe able to list, with at least 80%accuracy, five unsafe conditions andone way of correcting each unsafecondition. (B.0.2)

The student will be able to list four outof the five guidelines discussed in classthat should be followed in order toprovide good lighting in a rocim. (B.0.2)

Housing, Furnishings and Equipment-Health & Safety

Level II - 4 hours

-7 5-

7 6

Sam-le Te

1. On the picture of the room provided, draw acircle around ten safety hazards present inthe room.

2. List two accidents which could be caused byeach of the safety hazards-listed below.

a. poor lightingb. unmarked glass doorsc. slippery floorsd. unsafe stairs

List ten safety rules that should be followedwhen arranging furniture in a room.

4. Make a list of five ways in which thelivingroom pictured could be changed tomake it safer for a visiting young child.

A floor plan of a room including furnitureis'provided on an attached sheet. Locateand list five unsafe conditions on thefloor plan and then give one way of cor-recting each unsafe condition.

NeA five guidelines that should be followedin order to provide good lighting in a room.

FOOD AND NUTRITION

Module: PLAIN AND FANCY TABLE SETTINGS

MANAGEMENTLevel II: 3 hours


1. Uses a menu to determine appropriate ways of setting the tableand serving various meals.

2. Creates attractive table settings.

3. Utilizes attractive and inexpensive centerpieces.

4. Develops skill and confidence in serving foods.

Suggested Learning ExperIences:

Small groups plan menus and show appropriate table settingsfor such occasions as a pizza party, a pajama party brunch, orMother's Day dinner. (1)

Make placemats from unique materials such as burlap, wallpaper,or contact paper. (2)

Make centerpieces from natural and throw away materials, suchas empty bottles, egg cartons, and various papers. (3)

Compare various types of table and dinner ware, making placesetting with each. (2)

Rehearse service appropriate for various meals and occasions.(1, 2, 4)

FHA Experience: Members set table and serve food for an FHAchapter dinner. (4)


. Practical Test - Set tables for specific menus and occasionsand indicate placement of food. (1, 4)

Rate table_settings for attractiveness. (2)

Contest - Have outside judges select most appropriate center-pieces considering Occasion, type of tableware, menu, andingenuity. (3)


Kitchen EcologyEntertaining at HomeSnacks for ChildrenSpecial DietsCooking Outdoors

7


When given four possible definitions of theterm "individual cover," the student willbe able to select the correct definition.(B.0.1)

Foods and N_ rition-M agementLevel II - 3 hours

plain and Fancy Table Settings

le Te,t

2. When given a menu, the student will draw,with at least 80% accuracy, an appropriatetable setting placing all appointments in thelaces that were discussed in class.B.0.1)

The student will be able to create anattractive table setting and obtain ascore of at least 80% on a rating scaledeveloped in class. (B.0.2)

4. When givena,Menu, the student willdescribe, with at least 80% accuracy, onoappropriate method of meal service.(B.0.4)

The student will be able to list fourcharacteristics of a penter-iece thatdiscussed in class. (B.0.3

-7 7-

7 8

Whlch one of the following is the correctdefinition of the term "individual cover"?

a.b.

c.

d.

All the dishes on a table.All the linen and silverware on a table.All the appointments used by one person.All the glasses and china used by one

person.

2. Based on the guidelines discussed in class,draw a table setting tor one of the followingmeals.

a. A breakfast of orange juice, wheatcereal and milk

A lunch of tomato soup, tuna fishsandwich and milk

b.

Set a table following the guidelines discussedin class. Your performance will be rated bya rating scale developed in class.

Sam la Rating Scale*

Some-Yes what No

igi (1)_

a. Is the tablecloth orplacemet on straight?

b. Are the coVers oppositeeach other?

c. Is the centerpiece low andplaced attractively on thetable?

d. Is there just enoughsilverware and china nothat the table does notappear crowded?

e. Is each individual coverset correctly?

f. Are the serving dishesarranged for the conven-ience of the host andhostess?Is everything that is need7ed on the table?Are the dishes far enoughaway from the edge of thetable?

I. Are all table appointmentsfree of finger marks?Is all the serving silveron the table and in place?

g .

J .

Total Score

*The rating scale used willdepend upon the individualteaching situation.

se-

4. A breakfast of orange juice, wheat cereal,and milk is being served to a family offour. Briefly describe one appropriatemethod of meal service.

5. List four charactsristics of a centerpthat were discussed in class.

FOOD AND NUTRITION BUYMANSHIPLevel II: 5 hours

Module: ANALYZING FOOD LABELS


1. Identifies helpful infomation on cans, bottles, and bags.

2 Selects appropriate foods after reading labels.

SUggested Learning Experiences:

Collect labels from foods and research the meanings of terms.Develop a bulletin board about labels and meanings of terms onthem. Discuss the relationship of each term to thoughtfulshopping.. (1)

Visit a grocery store. Study information on labels of meats,vegetables, soups, or dairy products. Purchase different gradesand brands of a given'food. Compare in class using a score sheetwhich covers use, appearance, flavor, texture, and adequacy offill, and cost per unit. (2)

FHA experience: interview friends to determine what they knowabout information on food labels. Writean articIbfor theschool newspaper giving facts one should know about labeling.(1, 2)


Oral Test - Student defines terms found on food labels. (1)

Problem - Given criteria for the use of a specific product andgiven three different labels, the student explains why one labelwould indicate the best choice for the purpose intended. (2)

Rea ed Module Titles:

Being an Informed-Grocery ShopperConvenience Style Baked FoodsSpecial DietsHow Food Works for You

7 9

72 - 7 8-


When given five food labels, the student willbe able to list three informative items oneach label that are required by the FederalFood and Drug Administration. (B.0.1)

2. When given five food labels, the student willbe able to identify, with at least 80%accuracy, the information required by the,F.D.A. which defines the product expectedwhen the container is opened. (8.0.1)

When given five food labels, the student will

be able to identify, with at least BO%accuracy, the descriptive food informationon each label. (8.0.1)

4. When given a list of different types of foodlabeling information and a list of the wayin which food labeling information can heused, the student will be able to match,with at least BO% accuracy, each type of foodlabeling information with the appropriateway in which that type of food labelinginformation could be used. (B.0.1)

5. When given the labels for four differentforms of a food and a description of hewthe food is to be used, the student willbe ableto select the form of the foodthat is most appropriate for the usedescribed. (B.0.2)

-79-

8 0

s

Food and Nutrition-BuymanshipLevel II - 5 hours

Sample Test Items

For each of the five food labels provided,list three informative items on each labelthat are required by the Federal Food andDmig Administration,

2. Five numbered food labels are provided. Listthe information required on each label by theF.D.A. which defines the product expectedwhen the container is opened.

Five food labels are provided. List thedescriptive food information on each label.

4. On the line at the left of each type of foodlabeling information in Column A, write thenumber of the phrase in Column B that bestdescribes how that_type of food labelinginformation could be used.

a.

b.

c.

d.

e.

Column A

Name of product

Net weight or volume

Brand name

Maturity of product

Style of pack

Column B

1. trgntelre to getting the same product each

2. A guide in selecting for a particular use.3. An aid in buying the amount needed.4. Quickly identifies the food for the shopper.5. Helps in selecting the flavor and texture

of product preferred.6. Helps to get best table results from the

food.7. Gives accurate amount of contents of

package.

5. You haVe been given the labels from fourdifferent forms of canned beets. Select thelabel for the beets that would be most approp-riate for making Harvard Beets.

FOOD AND NUTRITION BUYMANSHIPLevel 8 hours

Module: CONVENIENCE STYLE BAKED FOODS


1. Identifies appropriate occasions for using various types ofconvenience foods.

2. Compares home made baked foods wIth those sold in ciousstages of preparation.

Suggested Learning Experiences

-Discuss ways various stages of preparedness in baked goodsfit different circumstances which relate to time for prepara-tion, money available, skill of cook, availability ofingredients, and other. (1

Collect ads and ideas about various baked products whichmight be studied in class. Visit a grocery:store to look forthose available in different stages of preparedness. Purchase,prepare, and taste a few different ones; rate for quality ofproduct, cost, ease of preparation, and time required. (2)

FHA Experience:_ Have a tasting.party of baked-typeconvenience foods as part of a Monthly meeting. Discusswhen to use each, and why. (1, 2)


Completion Test - The student lists two occasions _or usingproducts in given stages of preparedness. (l)

Problem - Have the student state the stage of preparedness ofa baked product that he will choose for a given occasion, andexplain reasons for his choice. (2)

some Related Modules:-

Being an Informed Grocery ShopperAllalyzing Food LabelsPersonal Values Affecting Teenage SpendingCreative Cookie,.;

ective

Food and Nutrition - 7!1_1 jnnamship

Level II 8 hours

Convenience St le Baked Foods

1. The student will he able to list four outof five of the. circumstances discussed inclass when it would be to a family'sadvantage to use convenience foods.(3.0.1)

2. The student will be able to list, with atleast 80% accuracy, five examples of"instant" convenience foods. (8.0.1)

The student will be able to list, with at

.

least 80% accuracy, five points that shouldbe considered when choosing conveniencefoods. (3.0.1)

4. The stUdent will be able to list, with atleast 80% accuracy, five typos of conven-ience foods and give two different forme inwhich each food can he purchased. (8.0.1)

When given the cost per package and numberof servings of several different forms inwhich a certain food can be purchased, thestudent will be able to compute, with atleast 80% accuracy, the cost per servingof each form. (8.0.2)

6. When given several different stages ofpreparation and serving a certain food,the student will be able to list, withat least 80% accuracy, two advantages ofeach _stage, (8.0.2)

-8

8 2

Sain e Test Itez

List five circumstances when it would be toa family's advantage to use conveniencefoods.

List five examples of "instant" conveniencefoods.

List five factors that should be consideredwhen choosing convenience foods.

List five types of conveni_r:....give two different forms in wL:-can be purchased.

is and_ch one

5 Calculate the cost per serving of each of thefollowing:

Cost perPaCkage

No. of Cost perserv. serv

Bakery rolls .72 6

Packaged super-market rolls .49 12

Frozen preparedrolls .50 10

Brown & SerVerolls .53 12

Refrigerator-Vacuum packed .35 10

6. List two advan ages of servingprepared the following stages:

a.b.c.

d.e.

Made from scratchPackaged MixHeat and ServeBaked and packagedBakery

muffins

FOOD AND NUTRITION BUYMANSHIPLevel II: 4 hours

Module: BEING AN INFORMED GROCERY SHOPPER

Behavioral Outc

1. Prepares an adequate food shopping list.

Compares foods in various forms and selects the best for thesituation.

3. Identifies types of food stores and services each provides.

Sugge ted reaming Experiences:

Read about and discuss ways of preparing an adequate shopping listand the reasons for its importance. (1)

Analyze food ads to determine information available. Make compari-sons of products, prices, and types of stores advertising. Writeshopping lists for proposed menus. (1, 2)

Each student investigates a particular food, then reports to theclass on various forms ayailable and uses for each form. (2)

Discuss factors which influence pricing and services in a store.Take a field trip or plan individual student trips to a variety ofgrocery stores to compare services in each and factors influencingpricing. (3)

FHA Experience: Our Future as Homemakers - take a field trip tocompare prices, packaging, and quality differences in food items.Discuss how consumers can influence the market. (2, 3)

Suggested Me--urement of Student Progress:

Problem - Have student write a market order for a given menu.Check the items already on hand and list special information toseek about foods to be purchased. (1, 2)

Matching test - Match types of stores with a list of services pro-vided. (3)

So e Related Module

Convenience Style Baked FooAnalyzing Food LabelsEntertaining at HomeCooking OutdoorsHow Foods Work for YouSpecial DietsKitchen Ecology

-8 2--

Being An Inforglq4_PI2LEY_EIMPLELL

Ve.

When given a menu and a list of foods on hand,tivi, student will be able to prepare, with atleast 80% accuracy, a food shopping list thatincludes the quantity and form of each itemneeded. (8.0.1)

When given a list of three foods, the stuwill tell two different forms in which eachfood can be purchased. (8.0.2

When given the price and the number ofservings in a container of food, the studentwill be able to calculate the price perserving to the nearest cent. (5.0.2

4. When given several advertisements for a foodin different forms, the student will be ableto correctly figure the price per ounce tothe nearest one decimal and select)the leastexpensive form. (B.0.2)

5. When given a choice of a food in variousforms for several situations, the studentwill be able to select, with at least50% accuracy, the most appropriate formof food for each situation and give onereason for each selection. (5.0.2)

6. When given a list of the different types offood stores, the student will be able telist two services provided by each type of

store. (5.0.3)

Food and Nutri n-BuymanshipLevel II - 4 hours

Sample Test Items

The dinner menu given below is for a familyof four. A list of foods on hand is alsogiven. In the space provided, prepare a foodshopping list including the quantity and formof each food needed. (Tho sample menu willvary dependinL on the ability and experiencesof the Class.

2. Three foods are listed below. What are twedifferent forms in which oach food can bepurchased.

A can of grapefruit sections costs $.39 andwill serve five people. Calculate the costper serving to the nearest cent.

Three advertisements for orange juice areshown on a separate sheet. Which form oforange juice is the least expensive? (Cutout or design advertisements for this question.)

Pictures of a food in various forms areprovided on a separate sheet of paper. Selectthe mOst appropriate form of the food foreach of the situations listed below and giveone reason for each selection. (Ditto asheet containing drawings of various formsand sizes of cans of tuna fish and prices.)

tuna casserole for a family_of fourlow calorie luncheon salad for two peopletuna fish sandwiches fOr four people

d Aina casserole to serve twenty people:amed tuna and peas for four people

(The food selected for the test question willvary depending on the experiences and abilityof class members.)

Three types of food stores are given below.fn the space provided, list two services thatare provided by each type of store.

FOOD AND NUTRIT_ON LEISURE

Level II: 5 hours

Module: CREATIVE COOKIES


1. Identifies the six basic types of cookies

2. Creates varied and interesting cookies

3. Plans for adequate storage of cookies

4. Uses appropriate ways of serving cookies

Suggested Lea2ming Expe nces:

Research for types of cookies. Put on a tasting paity with variedand creative cookies. (1)

Prepare rolled cookies and decorate them. Shape various ways.

Make other cookies using cookie press. (2)

Show adequate storage of cookies and use for cla _ products.

Plan and carry out an entertainment, serving the cookies. (4)

FHA Experience: chapter members make a variety of cookies forChristmas gifts or to sell. (2, 3

Suggested Measurement of Student Progreso:

List types of cookies and give examples.

Demonstrate mixing, handling, and decorating techniques. (2)

Show or describe adequate storage techniques for cookies. (3)

Select appropriate way of serving cookies for two occasions. (4)

Rate the success of preplanning, preparation of cookies, andcarrying out of entertainment plans for party. (1-4)


Party Perfect FoodsKitchen SafetyBeing an Informed Grocery ShopperSparkling China, Gleaming Crystal, Shining PotsAnalyzing Food LabelsEntertaining at Home

8 4

Behavioral Ob-ectives

1. When given a list of different types ofcookies and a list of the names ofseveral kinds of cookies, the studentwill be able to match, with at least80% accuracy, each name with theappropriate type of cookie. (5.0.1)

The student will be able to prepare thesix basic types of cookies followingthe procedures demonstrated in classand receive A score -of at least 10points for each type of cookie on arating scale developed in class.(B.0.2)

When given descriptions of four typesof cookies, the student will be ableto describe for three out of the fourty! 7 of cookies, the method that mustbe .ed to store each cookie for onemonth's time without a noticeableloss of flavor and texture. (B.O.5)

Creative Cookies

-8 5-

Food and Nutrition - Leisur-Level II - 5 hours

Ample Test Items__

On the line at the left of each type ofcookie in Column A, write the number of thecookie in Column B that in an example ofthat type of cookie.

_a. dropb. barc. rolled

=

d. refrigee. presser'

1. Spritz2. Chocolate chip3. M=ea or butter

thumbprints5. Flowerpot cookies6. Fruit slices7. Eclairs

Using the recipes and materials provided byyour teacher, prepare each of the six basictypes of cookies. The finished cookies willbe rated by the rating scale developed inclass.

Bample_Rating Scale*

Excel-lent(3)

Poor

a. Flavorappealingrich

b. Texture (tender)o. Color (light brown)d. Shape (even,

rolled cookiesshould retain theshape of thecutter)

*The rating scale used will depend upon theindividual teaching situation. The samerating scale can be used to rate each of thesix basic typeS of cookies.

Briefly describe the method and equipmentthat would be used to store each of the fol-lowing types of cookies for one month withoutany noticeable loss of texture or flavor.

a. soft, moist textured bar cookiesb. drop cookiesc. crisp refrigerator cookiesd. rolled cookies

Behavioral Objectival_

4. When given a plate and a specific assortmentof cookies, the student will be able to makethree arrangements that will correctlyillustrate two of three given designprinciples for arranging cookies. (B.Q.4)

87

-8 6-

Sam le Test Items

4, Using the plate and the assortment of cookiesprovided by your teacher, make three arrange-ments of cookies that will illustrate eachof the design principles given below.

a. symmetrical balanceb. radial balancec. progressive rhythm

FOOD AND NUTRITION CAREER

Level II: 4 hours

ModuZe: LOOKING INTO THE FUTURE IN FOODS OCCUPATIONS


1. ldentifies the jobs available in foods occupations.

2. Examines a job of special interest in a foods occupation.

Suggested Learning Expe

. See filmstrip, read, and discuss jobs available in food occupa-tions. (1)

Invite persons such as a dietitian, waitress, chef, cafeteriaworker, and bakery shop employee to discuss their jobs in relationto qualifications required and specific duties of the jobs. (1)

Take a field trip to a business establishment where food is pre-pared to see how each job fits into the total picture. (1)

Research a specific job using guidance materials, library materials,and interviews. Report to the class on education needed, specificduties, working conditions, special requirements, and pay. (2)

FIlik experience: work on encounter project- - Toward Preparation forAdulthood - in the area of foods careers. (2)


Matching Test - Match job titles and job descriptions.

Ra e research projects.

Some Related Module

Careers in Housing, Furnishings, and EquipmentFitting Your Interest in Clothing and Textiles To a JobJobs That Deal With PeopleSpecial Diets

Lookin Into the

Behavioral b ectives

Food and Nutrition -CareerLevel II - 4 hours

'e in Foods 0upatione

le Test I em.,

List ten jobs in the food industries thatwere discussed in class.

The student wEll be able to list, with atleast 80% accuracy, ten jobs in food indus-tries that were discussed in class. (B.0.1)

2. When given a list of ten jobs in foodindustries, the student will be able todescribe, with at least 80% accuracy, thejob duties of each jcb. (B.0.1)

When given a list of five jobs in foodindustries, the student will be able tolist, with at least 80% accuracy, thetraining required of a person wishing to-dotain each job. (8.0.2)

Ten jobs in food industries -tre listodbelow. Describe the job duties of each job.

a. Waitress f. Bakerb. Chef g. Butcherc. Bus Boy h. Head Waiterd. Hostess i. Food Checkere. Pantry Worker J. Dietitian

3. Five jobs in foc,.. industries are listedbelow. Describe the training that would berequired of a person wishing to obtain eachjob.

a. Bakerb. DietitianC. Bus Boyd. Head Waitere. Butcher

FOOD AND NUTRITION

Module: SPECIAL DIETS

Behavi ra Outcomes:

HEALTH AND SAFETY

Level II: 4 hours

1. Plans nutritious meals for specific diets such as weight gain orloss, allergies, diabetes, or low salt.

2. Prepares foods for a variety 9f special diets.


Locate fad and special diets ahd report to class. Relate to basicnutritive requirements. (1)

Keep diary of food intake to determine problem areas in personaleating habits. (1)

Discuss, plan, and prepare appealing snacks for specific diets. (2)

Plan and prepare breakfasts, 19nches, and dinners for special dietsaccording to individual intereSt.

. FHA Experience :. chapter members plan Growth Through Encounterproject by preparing and serving one weekend meal to a shut-inolder person for a month; or, chapter develops its own weightcontrol project for members. (2)


Given a basic menu, suggest changes which will make themenu fit criteria of the special diet studied. (1)

-Given a recipe, i entify problem ingredients and suggestalternatives for the diet studied. (2)


How Food Works for YouLooking Into Future in Foods OccupationsJobs That Deal With PeopleBeing an Informed Grecery ShopperAnalyzing Food Labels

90-90°

Behavioral Obje.I.L_

qaocial Diets

1. When given a nutritious 2400 calorie basicdiet and a calorie counter or a diabeticexchange list, the student will adapt, withat least 80% accuracy, the basic menu tofit the needs of one of the 5 special dietsstudied in class. (3.0,1)

When given the recipe for a dessert and alist of special diets, the student will beable to indicate, wi'th at least 80%accuracy, whether or not the dessert shouldbe included in each diet and then give onoreason for each answer. (3.0.2)

9, 1

-9 1-

Food and Nutrition-Health and SafetyLevel IT - 4 hours

Sample Test _Items

Adapt the basic diet given below to meet theneeds of one of the following special dic

. weight gain 3000 calories

. weight loss 1200 calories

. allergy diet (egg-free)

. diabetes (carbohydrates restricted)

. low salt

Basic 2400 Calorie Diet

Breakfast

1/2 cup of orange juicepoached egg2 slices of bacon

. 1 slice of toast with 1 tsp. of butter1 cup of cocoa

Lunch

. hamburger on a roll

. apple

. 2 peanut butter cookies

. 1 cup of milk

Dinner

3 oz. steak1/2 cup of cooked carrotsbaked potato with 1 tbsp. of buttertossed salad,--1/8 head lettuca.1/2 of a tomato,and 1 tbsp. of frenchdressing

1/2 cup of vanilla ice cream1 cup of milk

Snack

. 1/2 cup of milk

. 2 graham crackers

The recipe for a dessert and a list of specialdiets are given below. Indicate whether ornot the dessert should be included in eachdiet and then give one reason for each answer.

Possible Dessert Reci es*

a. Lemon Gelatin

1 tsp. unflavored -olatin2 tbsp. cold water1 tsp. lemon juice1/2 cup water

Put cold water in top of double boiler,add gelatin and let stand 10 minutes atroom temperature. Place pan over boilingwater to dissolve gelatin. One fourthgrain saccharin may be added for flavor.Remove from stove. Add lemon juice and1/2 cup of water. Chill.

Behavioral Oh' -tiv Sam le Test Items__

2. continued

9 2-9 2-

continued

b. Applesauce Cake

1 c. applesauce7/8 c. brwn 3u1/2 c. liquid vegetable oil1 3/4 c. wheat flour1 tsp. baking soda1/2 tsp salt1 tsp. cinnamon1/2 tsp. cloves1/2 c. raisins1/2 c. nuts

Mix applesauce, sugar and oil. Combine dryingredients and add the raisin and nuts.Strain the applesauce mixture and blend.Pour into a greased and floured 9" pan.Bake in pre-heated 390° oven for 40 minutes

*Fannie Farmer Boston Cook Book.

a. weight gain

S eciaI Diets

b. weight loss

c. egg allergy

d. diabetes

e. low salt

FOOD AND NUTRITION

M _ule: HOW FOODS WORK FOR YOU

Behai)ioral Outc-mes:

HEALTH AND SAFETYLevel II: 5 hours

1. Identifies the nutrients, their uses in the body, the foodsources, and diseases caused by nutritional deficiencies.

2. Plans menus using essential nutrients.

Suggested Learnl,ng Experiences:

Research and discuss nutrients. Record information on a work-sheet to link nutrients with body uses, food sources, and diseaseswhich result from insufficient amounts. (1)

Write television commercials for selling nutrients and present toclass. Use a check list to rate television commercials. (1)

Play "Who Am I?" Hold up card with name of nutrient so everyonebut the one who is "it" can see it. "It" must ask ques ions thatclass members can answer with "yes" or "no." A limit of questionsor a scoring system can be devised. (1)

Prepare a series of bulletin boards with pictures of majo- foodsources of each nutrient. (1)

Plan menus following the basic food groups and identify the majornutrients represented. (2)

FHA Experience: Our Future as Homemakers Project explore how

nutrition affects the quality of living. Relate to own food

habits. (1, 2)

Sugge ted Measurem nt of Student PY.ogress:

Match nutrient with disease which results when the dietlacks or is deficient in the nutrient. (1_

Rate menus planned by students for adequacy in meetingdaily nutritional needs. (2)

Some Related Module

Looking in the Future in Foods OccupationsBeing an informed Grocery Shopper

Behavio- ec tives

How Foods Work For You

Food and Nutrition-Health & SafetyLevel II - 5 hours

Sarnle T

The student will be able to correctly definethe word nutrition. (8.0.1)

2. The student will be able to list, with atleast 80% accuracy, the five food nutrientsthat are necessary for a balanced diet.(B.0.1)

3. When given a list or food nutrients and a

list of the functions of food nutrients,the student will be able to match, with atleast SO% accuracy, each food nutrientwith tbe appropriate function. (B.0.1)

4. When shown ten pictures of different foods, thestudent will be able to list, with at least 80%accuracy, the nutrient that is present in thelargest amount in each food. (8.0.1)

5. Tbe student will be able to name, with atleast 80% accuracy, five diseases that arecaused by a deficiency of nutrients in thediet and then indicate the nutrient that mustbe missing for each disease to occur.(B.0.1)

6. When given five poorly planned menus, thestudent will be able to change, with at least80% accuracy, each menu so that it includesat least one serVing of each of the BasicFood Groups. (B.0.2)

T.When given a sample menu and a list of fivenutrients, the student will be able toindicate, with at leest 80% accuracy, a foodin the menu that would be a good source ofeach nutrient. (B.0.2)

Define the word nutrition.

List the five food nutrients that arenecessary for a balanced diet,

line at the left of each foodnutrient listed in Column A, write thenumber of the phrase in Column B whichbest describes the function of that foodnutrient in the human body .

Column A Column B

protein

vitamins

calcium andphosphorus

carbohydrates

iron

1. provides a quicksource of energy

2. nle=ggcsiary for rich

3, builds new tissueand repairs worncells

4, prevents bleeding5, builds strong bones

and teeth6. regulates the body

and protects usfrom disease

4. The pie-tures of ten different foods areshown below. In the space provided, writethe name of the nutrient that is presentin the largest amount in eech food.

5. List five diseases caused by a deficiencyof nutrients in the diet. For eachdisease listed, name the nutrient thatmust be missing for that disease to occur.

6 Five poorly planned menus are given below.

Change each menu so that it includes at

least one serving of each of the Basic

Food Groups. (The five poorly plannedmenus would depend upon teacher preference.)

A menu and a list of five nutrients aregiven below. On the lines at the left ofeach nutrient, write the name of one food

from the menu that would be a good sourceof that nutrient. (The menu would dependupon teacher preference.)

a, protein

b. calcium

c. vitamin A

U. iron

e. vitamin C

Behavioral Ob ectivea_

8. Following the Basic Food Guide, the studentwill be able to plan, with at least SO%accuracy, a day's menu including breakfast,lunch, dinner, and snacks. (3.0.2)

Sam le Testjtems

Plan a day's menu including breakfast,lunch, dinner, and snacks following theBasic Food Guide.

FOOD AND NUTRITION HEALTH AND SAFETYLevel 11: 4 hours

Module: COOKING OUTDOORS

Beh: 'oral Ou omes:

1. Identifies safe practic needed for outdoor cooking.

2. Uses safe practices in preparing foods outdoors.

Suggested Learmng Expe ces:

Read about or view a filmstrip and discuss safe practices toconsider when cooking outdoors, such as locating and lightingfires, providing ventilation, controlling grease drippings, usingvarious fuels, and handling utensils over an open flame. (1)

Invite a resource perspn such as an FFA member, scout leader, ex-perienced camper, Or backyard chef to demonstrate sa ely cooking ameal outdoors using a variety of equipment. (1)

Plan and prepare a meal outside using safe practices. Suggestedfoods: hamburger. toasted buns, shish kabobs, vegetables in foil,hot cocoa, popcorn, beef stew, sloppy Joe's, soups, hot fruitsauces over biscuits. (7)

FHA experience: the chapter sponsors an FHA Family Night. FHA-:lass members are in charge of cooking an outdoor family meal.


Match types of outdoor fires with all special dangers whidhrelate to each type. (1)

Given a menu for outdoor cooking, describe how each foodwill be prepared and safe practices to employ. (2)

Some Rela_ed Modules:

Entertaining at HomeCreative CookiesBeing an Informed Grocery ShopperPlain and Fancy Table SettingsAnalyzing Food Labels

9 6

9 8

Behavioral Oh ectives

Cookingputdoors

Based on class discussion, the studentwill be able to list two safety factorsthot should be considered when selectinga site for a fie for outdoor cooking.(BX.1)

When given a variety of stones, the studentwill be able to select a stone that willnot explode when used as a support for anoutdoor fire. (B.0.1)

Based on class discussion, the studentwill be e:ble tc describe one method ofsafely controlling_ rease drippings outdoorin cooking. (B.0.2

The student will be able to select the righttype of cooking fuel and build one of thetypes cf outdoor cooking fires listed belowand then cook three different types offoods using the arpropriate equipment,cooking utensils, and safety practices. Thestudent should obtain a score of at least80% on a checklist developed in claos.(B.0. 1 & 2)

a.

b.C.d.

tepee firecrisscross firecharcoal fireVagabond stove fire

-9 9-

97

Food and Nutrition-Health & Safety

Level II - 4 hours

Sam le Test_Items_

List two safety factors discussed in classthat should be considered when selecting asite for a fire for outdoor cooking.

2. Several stones have been placed on the tablein the front of tho room. Which stone willnot explode when ued as a support for anoutside fire. (possible stones; cobble,slate, shale, schist)

3. Describe one method of safely controllinggrease drippings in outdoor cooking that waSdiscussed in class.

4. Using the proper fuel, build one of the typesof outdoor cooking fires listed below. Thencook the three foods provided hy the teacherusing the appropriate equipment, cookingutensils, and safety practices. Your perform-ance will be rated by a checklist developedin class.

a. tepee fireb. crisscross firec. charcoal fired. Vagabond stove lire

-Sam le Checklist*

FrocedurePerformedYes No

a A rack is made for ventilationb. Appropriate tinder, kindling

and/or fuel is selected for thetype of fire

c. Fire is built to provide forignition according to safetypractices

d. Fire is built to provide forcooking according to safetypractices

e. Near the laid fire, the match -isstruck away from the body

f. The tinder is lit from the bottom -7-g. The kindling is added gradually

to burning tinderh. Fuel is added safely to kindling

to form the desired type of fire.i. Fuel is stored far enough from

fire to prevent sparks fromigniting

Proper safety equipment wasselected to handle cookingutensils

Safety equipment was used tohandle cooking utensils accord-ing to safety practices ---

Foods 'were cooked according tosafety practices for the utensiland the food

m. The fire always had a firewatcher

n. Water or sand or dirt and ashovel to put out the fire

J.

k.

*The checklist used will depend on theindividual teaching situation.

CLOTHING AND TEXTILESLevel I_

Module: INSTANT SEWING FOR SELF

Behavioral Ou- -es:

MANAGEMENT15 hours

1. Selects a pattern appropria e to experience and skill,.

2. Uses appropriate techniques in constructing a garment.

3. Identifies acceptable standards in garment construction.

Suggested Learning aper ences:

Give practical and objective pretests. (1)

Establish criteria for selecting patterns appropriate to ex-perience. Use a checklist to determine the suitability ofvarious patterns. (1)

Demonstrate techniques for preparing pattern, laying on fabric,and cutting. Students carry out these steps using own patternguide sheet. (2)

Demonstrate construction techniques as needed. Show film-

strips if available. Students carry out steps on own gar-ments. (2)

Help s udents construct a garment rating scale and use in ratinggarments. (3)

FHA experience: as a community service project, construct and/oralter garments fr children or other people in a State institution.(2, 3)

Suggested Measurement of Student Progr

Use check list to determine most ap_ opriate patterns forstudents with specific skills. (1)

Given a layout sheet, identify pattern pieces, symbo and

layout directions. (2)

Multiple-Choice Test - Select most appropriate Constructiontechniques for stated item or parts, considering present skills. (2)

Rate individual garments. (2, 3)


Measuring for the Correct Pattern SizeFitting Your Interest in Clothing and Textiles

To a JobSize,Up Your StyleMaking Your Clothes More PersonalFabric Selection for Ready-To-Wear and Home

Sew ng

100

Clothing and Textiles - ManagementLevel TT hours

Instant Sewing for Self

Behavioral Qbectivea

Based on class discussion, the student willbe able to list, with at least 80% accuracy,all of the different types of informationfound on the back of pattern envelopes.(B.0.1)

Based on class demonstration, the studentwill be able to draw a diagram of a pieceof material and label the four importantparts. (B.0.1)

Based on class discussion, the studentwill be able to)ist all of the informationneeded to determine the amount of materialrequired .L.o make a garment. (B.0.1)

4. When given a pattern envelope and the Widthof the material, the student will be ableto determine the amount of material thatmust be purchased to make a certain sizedgarment. (3.0.1)

The student will be able to perform thebasic skills of threading a sewingmachine, sewing in a straight line, andlaying out basic pattern pieces on paperand receive a score of 1009 on a check-list developed in class. (3.0.2)

Sam l Test Ttems

- 101 -

9 9

List all of the different types of infer--mation found on the back of a patternenvelope.

Draw a diagram of a piece of material andlabel the four important parts.

List all of the information needed todetermine the amount of material requiredto make a garment.

Using the pattern envelope you have beengiven, determine how much material you willhave to purchase for your size if the materialis 45" wide.

Three basic sewing Operations are listedbelow. Perform each oewing operation usingthe appropriate procedures, equipment, andmaterials. Your performance will be ratedby a checklist developed in class.

a.b.

c.

d.e.

a. Completely thread a sewing machineb. Sew in a straight line on a piece

of cloth for approximately 1 ft.c. Lay out on paper the basic pattern

pieces that you have been given

Sample Checklis

procedurePerformedYes No

Threaded sewing machineThreaded bobbin and pulled upbobbin thread correctly

Sewed in a straight lineCould identify pattern markingsWas able to lay out basicpattern pieces on paper



6. When given a diagram of pattern pieces,the student will be able to identifY,with at least 75% accuracy, the indicatedsymbols on the pattern pioces. (B.0.2)

When given the name of three sewingtechniques, the student will be able tobriefly describe the purpose of eachtechnique. (B.0.2)

10 0102 -

Sample Test Items

For each of symbols a through h in thediagram below, write in the space providedthe naMe of the pattern symbol that isindicated by that letter.

c.

d.

e.

f.

7. Briefly describe the purpose of eachsewing technique listed below.

a. Understitchingb. Gatheringc. Top Stitching

Behavioral Obdectives Sample Test Ite

Wben using a pattern for r garment and apiece of fabric, the student will beable to construct the garment using theprocedures demonstrated in class andreceive a score of at least average enall categories of a rating scaledeveloped in class, (B.C. 2,3)

101- 103 -

8. Using a pattern and fabric, construct agarment. Your performance will be rated bythe rating scale deA,loped in class.

2E1 ie RatingScale

Excel-lent Average Poor

(1)

a. Fitting the patternb. Straightening the fabricC. Laying-out the patternd- Cutting out the patterne. Stay-stitching whore

necessaryf. Stitching of dartsg. Joining the center

back seamh= Putting in the zipperi. Joining tIle shoulder

j. S:Zsg together theneck facings

k. Edgestitching the neckfacings

1. Sewing in the neckfacings

m. Finishing the armholefacings edges

n. Tacking the facingsin place

o. Fitting the side seamsp= Joining the side seamsq. Marking the hemr. Sewing the hems. Appearance of finished

seamst. Fit and appearance of

finished garment

*The rating scale used will depend upon theindividual teaching situation and the garmentbeing sewn.

CLOTHING AND TEXTILES MANAGEMENTLev& II: 4 hours

Module: MEASURING FOR CORRECT PATTERN SIZE


1. Uses correct techniques for measuring body for patterns.

2. Analyzes body measurements in relation to pattern sizes.

3. Uses corr---t techniques to make simple pattern alterations.

Sugges ed Learning Experiences:

Observe demonstration of body measurement fer pattern selection.Measure partner according to demonstrated technique andrecord measurements. (1)

Classify body measurements for figure types and ascertaincorresponding pattern sizes. (2)

Make alterations on pattern pieces so that pattetn fitspartner. (3)

FHA Experience: alter a simple pattern to fit a sibling,parent, relative, senior citizen, or other person needingsuch service. (3)

Suggested Measurement of Student Progre

Demonstrate the correct way to measure for pattern size. (1)

. From a chart or pattern envelope giving body measurements andcorresponding pattern sizes, find correct pattern sizes forstated measurements. (2)

Make simple pattern alterations to meet specified needs. (3)


Instant Sewing for SelfMaking Your Clothes Mere PersonalSize Up Your StyleFabric Selection for Ready-To-Wear and Home Sewing

asuring For Correct Pattern Size

Behavioral Ob'ectives

Clothing & Textiles-ManagementLevel II -'4 hours

Sam le Tes

Using the measuring techniques demonstratedin class, the student will be able to measure,with at least 90% accuracy, the bust, waist,hip, backwaist length and height of amannequin. (8.0.1)

2. When given a set of body measurements, thestudent will be able to analyze the measure-mentS and select from a Body MeasurementChart approved by the Measurement StandardCommittee of the pattern industry, thepattern size and type which has measurementsclosest to the given set of body measure-ments. The pattern must have a bustmeasurement that is within one inch of thegiven bust measurement. (B.0.2)

3. When given a set of body measurements and apattern type and size, the student will beable to calculate the differences betweenthe given body measurements and the patternbody measurements to the nearest 1/4 inchand then indicate whether the pattern mustbe made larger or smaller for eachmeasurement. (8.0.2)

4. When given 4 miniature skirt patterns, andan alteration that must be made on eachpattern, the student will be able to makeeach alteration with at least 80% accuracy.(B.0.3)

1 0

Practical Test for Oblectives 1 2 and 3

Equipment_nee p

o Tape measureo String

Yardsticko Body Measurement Chart approved by

the Measurement Standard Committeeof the Pattern Industry

Directions

During the clothing laboratory, performthe following operations:

a. Make each of the following measurementson the mannequin assigned to you byyour teacher and record them on themeasurement chart provided.

1. bust 4. back-waist length2. waist 5. height3. hip

b. Using a Body Measurement Chart approvedby-the Measurement Standard Committeeof-the pattern industry, select thepattern size and type which hasmeasurement closest to those that yourecorded on the measurement chart.The bust Measurement of the pattern .

must be within one inch of the bustmeasurement recorded on your chart.Record the pattern measurements in theappropriate places on the measurementchart.

c. Determine the difference between themeasurements that you made and thoseof the pattern that you selected.Record them in the appropriate placeson the measurements chart. If thepattern must be made larger, theanswer is to be marked 4-, if thepattern must be made smaller, theanswer is to be marked -. Calcula-tions should be accurate to thenearest 1/4".

4. You will be given four miniature skirtpatterns. Perform each of the alterationslisted below on one of the patterns usingthe appropriate equipment and procedures.

a. lengthen skirt by 1/2"b. shorten skirt by 1/2"c. enlarge waistline by 1/2"d. reduce waistline by 1/2"

- 105 -

Bust

,521ga!-121_13erSOnal Measurement_Chart

Column,I Column II Column III

Your Measurements_ _Pattern Measurements Adjustments or -

ai t

El Rs_

Back Waiat Len th

Hei ht_

Pattern Type

Pattern Size

CLOTHING AND TEXTILES BUYMANSHIPLevel II: 5 hours

Module: FABRIC SELECTION FOR READY-TO-WEAR AND HOME SEWING


1. Describes properties of natural and man-made fibers and theirrelative usefulness.

2. Compares finishes on fabrics in relation to performance.

3. Analyzes qualities of fabric in relation to desired performance.

Sugges ed Learning Experiences:

Collect clothing that has worn or cleaned poorly, failed toretain shape, or changed color, to compare with those that haveproven satisfactory in all these respects. Compile all infor-mation known about the fabric regarding fiber, cleaninginstructions, color-fastness, shrinkage, and other informationon label. Develop a list of information to be used as guidelinesfor future purchases. (1, 2, 3)

Study properties of natural and man-made fibers ahd theirrelationship to fabrics for different uses. Examine samples offabrics made from each fiber as the properties are studied. (1)

Examine fabrics with unique finishes that can be recognized,and that are important for certain functions. Discuss importanceof label information for that majo-ity of finishes where finishtreatments are invisible. (2)

Visit fabric and clothing departments in a local store. Examinefabrics and label information. Make final revision of guidelinesfor fabric selection started previously. (1, 2, 3)

FHA Experience: Prepare corridor showcase exhibit of fabrics,labelling for characteristics, and uses. (2)


. Match names of natural and man-made fibers with fiber properties.

Given swatches of fabric, accompanying labels, or labelinformation, identify uses the fabric will serve and the carerequired. (1, 2, 3)


instant Sewing for SelfUsing Information on Clothing LabelsMaking Your Clothes More PersonalSize Up Your StyleMeasuring for the Corre t Pattern Size

1 0

- 108 -

Fabric Selection for ad -to-Wear

CLOTHING AND TEXTILLevel II 5 hours

-1(1 Home seldlnE

The student will he able to list threeproperties of natural fibers and threeproperties of man-made fibers that werediscussed in class. (B.0.1)

Given a list of several descriptionsof natural and man-made fibers and alist of fibers, the student will beable to match, with 60% accuraCy, eachfiber with the aPpropriate description.(121.0.1)

Given five swatches of fabrics, thestudent will be able to tell, with SO%accuracy, the type 0f weave or knitthat was used to produce each swatch.(B.0.2)

4. Given a list of four types of weavesused to produce fabrics, the studentwill be able to give the name of afabric that is produced by that typeof weave. (5.0.2)

5. Given a list of the finishes appliedto fabrics, the student will be ableto tell what performance characteristica fabric will have due to each typeof finish. (B.0.3)

-ship

- 109 -

106

1. List three properties of natural fibers andthree properties of man-made fibers.

On the line at the left of each fiberdescription listed in Column A, write thenumber of the fiber in Column 5 thatbeing described by that descriptiOn.

a. A fiber not affected by I. cottonsunlight, fire or mildew 2. silk

b. A fiber which resists 3. linenwrinkling and springs 4. acrylicback to shape when 5. glasscrushed or twisted 6. nylon

c. A durable fiber which 7. polyestercan be safely washed S. spandexand dried at hightemperatures

d. A light weightjbulkyfiber with the feel ofwool

e. A crisp fiber whichwrinkles easily unlessfinished to prevent this

Five fabric swatches are given on a separatesheet. In the space provided, write thename of the type of Weave or knit that wasused to produce each swatch.

4. Four types of weaves are listed below. Inthe space provided next to each type ofweave, give the name 0f cone fabric which isproduced by that type of weave.

plaintwillsatinpile

Five finishes applied to fabrics are listedbelow. What performance characteristicwould be given to a fabric by each type offinish?

permanent pressstain and spot resistant

o shrink resistantd water proof

water repellent

CLOTHING AND TEXTILES BUYMANSHIPLevel II: 3 hours

Module: USING INFORMATION ON CLOTHING LABELS-


1. Jdentifies the information available on clothing labels

2. Uses information on labels to determine the desirability of aproduct for a given situation.

3. Gives reasons for retaining labels for reference after clotlingis purchased.

Suggested Learning &per nces:

Collect labels, tags, and adver isements. Research meaningsof terms and their relationship to use of product. (1)

Discuss term meanings and their implications for the consumerDevelop a bulletin board to show how information found onlabels is helpful. (1, 3)

Select clothing items by using a catalog, newspaper, ormagazine advertisement. Examine the desirability of eachpotential purchase in terms of the information given abou (2)

Examine clothing in a store. Determine desirability ofprospective purchases in terms of label information. (2)

FHA Experience= Prepare school corridor bulletin board onclothing labels and tags, rating each for completeness, andexplaining term meanings. Highlight points covered in currentlegislation affecting clothing labels. (1, 2)

Suggested Measurement of Study Progre

Match clothing label terms and definitions. (1)

Given the information available on three similar rarmentspick one for an intended use and state why it was osen. (2)

Essay "How Using Label Information Can Help Me GetSatisfaction From My Garments." (3)


Fabric Selection for Ready-To4ear and Home Se ingSize Up Your StyleMeasuring for the Correct SizeFitting Your Interest in Clothing and Textiles to a Job

10

110

Behaviorel_Objectives

dothing & Textiles - BuymanshipLevel II - 3 hours

Using Information on Clothing Labels

1, When given a list of clothing label terms

and a list of label descriptions, thestudent will be able to match, with atleast 80% accuracy, each label descriptionwith the appropriate label term. (B.0.1)

2. When given a description of a blouse, thestuCent will be able to draw a label forthe blouse that meets at least 80% of therequirements of the Textile FiberProducts Identification Act and thePermanent Care Labeling Rule. (B.0.1)

When given information about a garment, thestudent will be able to state the desirabilityof purchasing the garment for a particularuse and give 5 reasons to support the answer.(B.0.2)

4. The student will be able to list, with atleast 80% accuracy, five reasons discussed inclass for keeping labels after clothing ispurchased. (B.0.3)

108

Sam le Test Items

1. On the line at the left of each label term inColumn A, write the number of the phrase inColumn B which best describes that label term.

Column A

1.

2.

Column B

a. M WDacron6"

manufacturer of garmenttrade name of fiber_--

c. polyester ,;;, 3. fabric blendd. Scotchgard'' 4. care instructionse. denim 5. fabric finish

6. family name of fiber7. name of fabric

2. Draw a label that could be permanently attachedto the blouse described below. This label mustmeet the requirements of the Textile FiberProducts Identification Act and the PermanentCare Labeling Rule. Include only the infor-mation required by law on your label.

Blouse Description

A red blouse is made of woven_crepe in a blendof 40% acetate and 60% Antrond nylon. Theblouse was manufactured in England for Sears.The blouse must be hand washed in warm waterand line dried. It cannot be bleached or drycleaned. Touch up ironing should be done witha cool iron. The blouse'has long sleeves, aturtle-neck and costs $6.98.

3. Read the informatiOn given on the hangtagbelow and then decide if the slacks describedby the hangtag should be purchased to wearto school in the spring. Give 5 reasons tosuppor-, your answer.

SEARS

100% Dacron®

Flare

Polyester

Double Knit

Size 12

Permanent Press

Lot 141 White

$16.00

Machine Wash & Dry

4. List five reasons discussed in class forkeeping labels for reference after buyingclothing.


Module: MAKING YOUR CLOTHES MORE PERSONAL

Behavioral Outcomes.

LEISURELevel II: 4 hours

1. Identifies appropriate techniques to use when modifying clothingto make more personal within current styles.

2. Uses appropriate techniques to modify clothing to fit currentstyles.


Discuss ways in which clothing can be modified to reflectchanging styles in fit, trim, hemming, fringing, patching, belts,and embroidery. (1)

Select projects in modifying clothing, and carry out projectsin class. (2)

FHA experience: work on children's clothing to make more per-sonal and take completed items to children in need such as in achildren's home. (1, 2


Given a type of clothing to be modified, identify how it willbe modified and steps for doing it. (1)

Score completed projects for appropriateness of techniquesused. (2)


Instant Sewing for SelfSize Up Your StyleFabric Selection for Ready-To-Wear and Home

SewingMeasuring for the Correct Pattern Size

109

112


Clothing & Textiles-LeisureLeveliT - 4hours

Making Your Clothin More_Personal

When shown a dress that is 3 inches tooshort for the current style and which hasa 2 Inch hem, the student will be able tobriefly descrite one technique that canbe used to lengthen the dress by 3 inches.(B.0.1)

2. When given a dress that is 3 inches tooshort and which has a 2 inch hem, thestudent will be able to lengthen thedress by 3 inches and receive a scoreof 100% on a checklist developed in class.(0.0.2)

- 113 -

110

e Test Items

1. The dress shown in the front of the roomis 3 inches too short and has a 2 inch hem.Briefly describe one technique which may beused to lengthen the dress by 3 inches.

2. The dress that you have been given is 3inches too short and has a 2 inch hem. Usingan appropriate technique, lengthen the dressby 3 inches. Your performance will be ratedby a checklist developed in class.

Sa_mple Checklist*

Procedure

a. Removed original hem stitchesb. Fressad hem outC. Cut off excess hem evenlyd. Attached extension in

straight plain seam (orother appropriate method)

e. Pressed seam according totype of extension used

f. Finished bottom edge ofextension according to typeused

g. New extension complimentsdress style


*Different techniques may be used tolengthen the dress. The checklist aboveis for the technique of removing thepresent hem and joining an extension of3 inches (plus seam allowances andnecessary hem) of band, braid, trim or

ruffle.

CLOTHING AND TEXTILES CAREER

Level II: 4 hours

Malule: FITTING YOUR INTEREST IN CLOTHING AND TEXTILES TO A JOB


1. Identifies the jobs available in occupations in clothing and

2. Examines a job of special interest in a clothing or textilesoccupation.

Suggested Learnsng Ex7per

See filmstrip or read and discuss jobs available in clothing andtextiles occupations. (1)

Invite people such as seamstress, factory sewer, clothing storebuyer, clothing salesperson, fabric salesperson, window decorator,fashion designer, or tailor to discuss their jobs in relation tobackground required and specificduties of the Job. (1)

Take-a field trip to where clothing and textiles occupations canbe seen. Findout how each job fits into the total picture. (1)

Research a specific job using guidance materials, library ma-terials, and interviews. Report to class on education needed,tasks involved, working conditions, special requirements, and'pay. (2)

FHA experience: work on Encounter project - Toward Preparationfor Adulthood - in the area of clothing and textiles careers. 2)

SUggested Measurement of Student Progress:

Match job titles and requisite worker competencies.

Rate research projects.

e Related Modules:

Looking Into the Future in Foods OccupationsCareers in Housing, Furnishings, and Equipment OccupationsJobs That Deal With People

1 1

114

Fittin Your Interest in Clo


CLOTHING AND TEXTILES - CareerLevel II - 4 hours

n arid Textiles To a Job

Test Items

When given a list of job descriptions and alist of job titleso the student will beable to match, with at least SO% accuracy,each job description with the appropriatejob title. (B.001)

2. The student will be able to research a jobin a clothing and textiles occupation andprepare a report which receives a score ofat least SO% when rated by a checklistdeveloped in class. (B.0.2)

On the line at the left of each job descriptionin Column A, write the number Of the job titlein Column B which is described by that jobdescription.

Column A

a. A craftsman whocreates newclothing styles

b. A scientist whocreate:a new typesof fabrics

co A craftsman who:makes guides forcutting cloth

do A person who senagarments

eo A craftsman whosews garments

_Column B

1. clothes designer2. clothing sales-

person30 fabric designer4. fabric sales-

person5. pattern maker6. tailor7. textile chemist

2. Research a job in a clothing and textilesoccupation and prepare a report about thejob. The report will be rated using thechecklist for job reports developed inclass.

- 115-

1 2

Sample job Report Checkli *

Yea Somewhat-3- -2-

a. Does the report includeall of the specific tasksinvolved for the job?

bo Does the report includeall of the working con-ditions on the job?

co Does the report includeall of the educationneeded for the job?

do Does the report includeall salary and fringebenefits?

e. Does the report followcorrect English formand meet minimumEnglish standards?

No717

*The checklist may vary depending on the criteriaset up by the students and the teacher. Also,the student must obtain a score of at least 12on the checklist.


Module: FACE FACTS


HEALTH AND SAFETYLevel II 4 hours

1. Relates health pract ces to condition and care of face.

2.. Applies health practices to the care of own face.

Suggested Learning Expervences:

. View a movie on good complexions. Collect pictures of beautifulpeople and develop a bulletin board entitled "Beautiful People"with captions such as clear skin, natural look, and vitality. (1)

Discuss relation of diet, rest,.and exercise to complexion. Studya chart showing pores of the skin, ways they excrete waste, andways they become Clogged. (1)

Research, discuss, and demonstrate ways of cleansing the face ac-cording to its condition. (1)

Read, then discuss ways of caring for lips and eyebrows. (1)

Observe demonstration by a specialist on use of cosmetics for ahealthy appearance. (1)

Develop and carry out an individual plan for care of complexion.Report periodically on progress. (2)

FHA experience: develop and carry out an individual face careproject as part of "Encounter Personal Growth." (2)

Suggested _eas _ement of Student PY)ogress:

Match common problem facial conditions and solutionspossible through proper care. (1)

Score individual plans to improve condition of Complexionand/or routine face care. (2)

Some Related Modul

How Foods Work for YouAppliances for Beauty-Special Diets

113

116

Behavioral Ob ectiven--

1.Based on class discussion, the student willbe.able to list, with at least 80% accuracy,four health practices that should befollowed to achieve or maintain a healthycomplexion and then briefly describe howeach health practice will help to improvethe condition of the skin. (B.0.1)

Face Facts

When given a list of ten foods, the studentwill be able to determine, with at least70% accuracy, whether each food will helpto achieve and maintain a healthy complexionor whether it would probably cause a skinproblem in adolescent complexions. (B.0.1)

When given a list of face problems and a listof solutions to face problems, the studentwill be able to match, with at least 75%accuracy, each face problem with theappropriate solution. (B.0.1)

4. Based on class discussion, the student willbe able to develop an individual "plan ofaction" for the care of her skin complexionand obtain a rating of at least 80 percenton a checklist developed in class. (5.0,2)

Clothing & TextilesHealth & Safety

Level II - 4 hours

Sam-le Test IteMs

ist four health practicea that should befollowed to achieve or maintain a healthycomplexion.and then briefly describe howeach health practice will help to improvethe condition of the skin.

2. Ten foods are listed below. On the line atthe left of each food, place a G if the foodis needed to maintain a heRithy complexion ora P if the food will probably cause skinproblems in teenage complexions.

1

'

roast turkeyfried chickenbroiled steakfresh carrot stickspeanut butter sandwichwatercolachocolate cakespinachwhipped cream

On the line at the left of each face problemin Column A, write the number of the solutionin Column B which wouDi help cure that faceproblem.

Col Column_B

poor coloring 1. relax tensionia.

. frown lines 2. consult a dermatol-c, loss of face

shape 3.

ogistincrease the blood

d. dark shadows circulaUonunder eyes 6., firm-up tL1 facial

muscles5. get more sleep

4. Develop a "plan of action" for the care ofyour skin complexion. Be sure to include allof the procedures discussed in class. Your"plan of action!" will be rated by the check-list developed in class.

- 117 -

114

Sample Checklist*

ProcedurePerformed

a. proper diet mentionedb. proper exercise mentionedc. enough sleep mentionedd. correct cleansing techniques

mentioned (type of productsused may be included)

e. protection from environmentmentioned (type of productsused may be included)

*The cheoklist used will depend upon theindividual teaching situation.

-havjoral Ob ectives

5. When given a 16 point skin analysis chart, thestudent will identify own skin type with 100percent accuracy. (E.0.2)

Sam le lest Items

Using the skin analysis chart giyen below,identify your type of skin. The box thatcontains the most checkmarks identifies yourskin type.

Sam le Skin Anal sis Chart

Smooth and softNo enlarged poresGood coloringGlows but does not shine

NORNAL

ShinyEnlarged poresFrequent blemi,hesPerspires easily

OILY

Chaps easilyPowder flakesFeels tight after washingSensitive to heat or cold

DRY

Frequent blemishes on foreheadShiny noseShiny , blemished chinDry, flaking cheeks

COMBINATION

-,Ny skin type is

_CLOTHING AND TEXTILES HEALTH AND SAFETYLevel II: 3 hours

Module: APPLIANCES FOR BEAUTY

BehaViorai Outc-

1. Identifies safe ways to use beauty appliances.

2. Uses beauty appliances safely.


Research information regarding dangers involved in usinghome-operated beauty appliances;then develop guides forsafe use. (1)

Invi e a knowledgeable person to demonstrate the safe use ofa variety of beauty appliances and point out their hazards.

Demonstrate safe use of own appliances utilizing learningsfrom experience, research, and the.demonstration. Practicein class using other available appliances. (2)

FHA Experience: Visit a local beauty school as a chapteractivity to learn about use of heauty appliances. Reportthis experience as part of a program on individuality. (1,

ugge ted Measurement of StUdent Progress:

Shown beauty appliances, identify-uses and potentialhazards when using each. Define procedure for properoperation. (1)

Demonstrations: show knowledge and use of correct proceduresto eliminate potential dangers. (2)


Face FactsSize Up Your StyleSpecial DietsMaking Your Clothes More Personal

116

120


A pliances for Beauty

1. When given 5 multiple-choice questions aboutthe safe use of beauty appliances, thestudent will be able to choose the correctansWer to at least 4 questions based on theinformation discussed in class. (B.0.1)

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117

Clothing & Textiles-Health & SafetyLevel II - 3 hours

Sample Test Items

1. Select the answer that best completes eachstatement below and place the letter of thecorrect answer in the blank at the left ofeach question.

Beauty appliances that can be purcha din the U.S.A. can usually be Fafelyoperated only on:

a. 110 volt currentb. 220 volt currentc. 330 volt currentd. 440 volt current

Which seal of approval would assurp aperson that an electric appliance willperform'safely if used correctly?

a. AC SEAL'b. DC SEALc. UL SEALd. ES SEAL

To avoid receiving a shock, electricbeauty appliances should not be usednear:

a. dirtb. heatc. waterd. rubber

Before an electric appliance isunplugged from a wall outlet, theswitch on the appliance should beturned to:

a. highb. mediumC. lowd. off

Unless the irztruction book statesotherwise, beauty appliances thatproduce steam or mist should be onlyfilled with:

a. hair conditiOnerb. skin conditionerc. perfumed. water .

Behavioral Oblectives_

The student will be able to demonstrate thesafe use of one beauty appliance and receivea score of at least 80% on a checklistdeveloped in class. (B.0.2)

1 8

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Samle Test _Items

2. You will be given a beauty appliance.Demonstrate the safe use of the beautyappliance following the appropriate procedures.Your performance will be rated by the check-list developed in class.

Sam le Checkl:

a. Introduced appliance, showinginstruction booklet if available

b. Showed,UL Seal and related tosafe performance

C. Gave wattage requirements andrelated to safety

d. Discussed safety requirementsneeded to operate the appliance

e. Discussed possible dangers frommisuse of the appliance

f. Used the appliance safelyaccording to directions givenin instruction book and general-safety rules -

g. Put the appliance away so as toinsure future safe performanceof the appliance

ProcedurePerformedYes isTc
